This paper presents the five-parameter Exponentiated Weibull Weibull (EWW) distribution with Weibull base failure rate parameterization, developed to model the dropout times of students in an online class module. Parameters of the model were estimated using both Maximum Likelihood and Bayesian estimation procedures to determine the most effective estimation method. Simulation results indicate that, across various hazard types and censoring levels, Bayesian estimates are more accurate and precise than Maximum Likelihood estimates. Real-life data analysis of online students module presentation supports these findings, showing significantly lower standard deviations for Bayesian estimates compared to Maximum Likelihood estimates, highlighting the efficiency of Bayesian estimation for the EWW distribution. Additionally, a comparative goodness-of-fit analysis demonstrated that the EWW distribution better fits the student dropout times dataset than Weibull Weibull (WW), Weibull Exponential (WE), and Exponential Weibull (EW) distributions. The median dropout time estimated using the EWW distribution is 24 days, suggesting that instructors should closely monitor student attendance around this period.

Student project management is becoming increasingly important in various settings such as technical clubs, planning clubs, and research laboratories. However, effective methodologies for managing student-led projects have not yet been established. This study aims to address key issues related to cost and motivation in student-led projects and propose effective improvement plans. The significance of this study lies in its potential to identify challenges faced in current student project management practices and offer solutions to mitigate risks. By sharing our findings, we aim to encourage further research on this topic and promote the adoption of effective methodologies for managing student-led projects.

Leadership is an important driving force in the process of college students' self-improvement and development, and improving college students' self-leadership is conducive to improving their comprehensive quality and ability. Based on literature research, this paper explores the factors affecting the development of college students' leadership, and then proposes a series of ways to improve college students' leadership, so as to promote the further development of college students' leadership education. A systematic literature review method was used to conduct a systematic review of 223 articles published in peer-reviewed journals from databases such as CNKI and Web of Science. The research shows that in practice, college students' leadership is defined as a kind of personal ability and implies two presuppositions: (1) Leadership is a kind of personal behavior, and individuals have the decision-making right to exercise leadership.There is no direct causal relationship between leadership behavior and organizational positions, especially position power. The above two presuppositions are caused by the fundamental changes in the connotation of leaders in the era of knowledge economy . This research will help to deeply understand the essence and influencing factors of student leadership training, and provide theoretical and decision-making reference for schools at all levels to train student leadership.

Predicting long-term student achievement is a critical task for teachers and for educational data mining. However, most of the models do not consider two typical situations in real-life classrooms. The first is that teachers develop their own questions for online formative assessment. Therefore, there are a huge number of possible questions, each of which is answered by only a few students. Second, online formative assessment often involves open-ended questions that students answer in writing. These types of questions in online formative assessment are highly valuable. However, analyzing the responses automatically can be a complex process. In this paper, we address these two challenges. We analyzed 621,575 answers to closed-ended questions and 16,618 answers to open-ended questions by 464 fourth-graders from 24 low-SES schools. Using linguistic features of the answers and an automatic incoherent response classifier, we built a linear model that predicts the score on and end-of-year national standardized test. We found that despite answering 36.4 times fewer open-ended questions than closed questions, including features of the students’ open responses in our model improved our prediction of their end-of-year test scores. To the best of our knowledge, this is the first time that a predictor of end-of-year test scores has been improved by using automatically detected features of answers to open-ended questions on online formative assessments.

Mistreatment can adversely affect students’ academic performance and mental health. This study aimed to investigate the prevalence of mistreatment and its association with academic motivation among Thai medical students in clinical years. A cross-sectional study was conducted among medical students throughout Thailand using the Composite Questionnaire of Mistreatment and Academic Motivation Scale (AMS). Descriptive statistics, chi-square tests, correlations, and regression analyses were conducted. A p-value < 0.05 was considered statistically significant. The sample included 399 students, with mean age of 23 ± 1.29 years old, and 61.5% were female. A total of 81% of participants experienced mistreatment. Twenty-nine percents of students thought that mistreatment occurred because the maltreaters did not consider mistreatment as inappropriate or serious. Students who experienced mistreatment exhibited lower AMS (B = -9.16, 95% CI: -15.37 to -2.95, p-value = 0.004) than those who did not. Moreover, students who experienced academic mistreatment exhibited a higher amotivation score (B = 1.50, 95% CI: 0.16 to 2.85, p-value = 0.029) than those who did not. The prevalence of mistreatment was unexpectedly high, and it associated with students' motivation to study. Educational institutions should prioritize addressing this issue and developing strategies to provide assistance, including the enhancement of reporting systems.

The emergence of an external campus student organization (ormek) is very influential for the progress of the millennial generation, especially among students as the nation's successor. In addition to being a forum for developing self-potential and training student soft skills, ormek is a hope for the surrounding community in solving societal problems. It takes understanding and the role of all millennial generations to think critically about organizations that have various impacts in the cadre process. This research analyzed how intelligent efforts can be made by the millennial generation to respond, sort, and choose and recognize the impact. The method used is a qualitative method through literature review and a quantitative method through a survey (35 respondents). The findings showed that the existence of ormek is very influential by being a forum for the student movement since the era of Indonesian independence in various aspects such as social and political. Students had various opinions about the existence of ormek and its influence on the millennial generation. Brilliant efforts must be made in addressing the existence of ormek so that they are wise in the organization and benefit the people.

Background: Alcohol is a psychoactive substance that leads to dependence and harmful drinking in worldwide. Alcohol use is the most prevalent among age from 13 to 29 year particularly in high school, college, and university students. It affected students mentally, physically, economically and their social issues. In low and middle-income countries particularly in Ethiopia, there is lack of data in systematic review and meta-analysis regarding the prevalence of alcohol use and associated factors among students. Methods: We will search studies using computerized search engine, main electronic databases and other applicable sources. PubMed/Medline, Global Health, Africa-wides, PsycINFO, Google Scholar, EMBASE, and direct Google search will be searched to retrieve studies written in English language from 2010 to 2017. Observational studies (case control, cross-sectional, cohort or longitudinal survey, and surveillance reports) on the prevalence of alcohol use and associated factors among students in Ethiopia will be eligible. Data will be extracted by two authors independently. Data synthesis and statistical analysis will be carried out. Pooled estimate will be done to determine the prevalence of alcohol use by using comprehensive meta-analysis software. Protocol registration PROSPERO: 2017: CRD42018083222.

ChatGPT, a freely-accessible AI language model designed to generate human-like text responses to users, has been utilized in several areas, such as healthcare industry, to facilitate interactive dissemination of information. Academic advising has been an important factor in promoting success among university students, particularly those from disadvantaged backgrounds. Unfortunately, however, student advising has been marred with problems, with the availability and accessibility of advisors being among the hurdles. The current study explores how ChatGPT might serve to make academic advising more accessible, efficient, and even effective. Researchers compiled a list of questions frequently asked by current and prospective students in a teacher education Bachelor’s degree program in the United States. Then, the questions were typed into the free version of ChatGPT and the answers generated were evaluated for their content and delivery. ChatGPT generated surprisingly high-quality answers, written in an authoritative yet supportive tone, and it was particularly adept at addressing general career-related questions comprehensively, such as career outlook. We argue that ChatGPT may complement, but not replace, human academic advisors and it may very well promote educational equity through empowering students from a wide range of backgrounds with the means to access effective advising.

In the realm of educational technology, Data Analytics (DA) is reshaping teaching and learning. This paper investigates the impact of DA on education, specifically comparing Student Information Systems (SIS) and Learning Management Systems (LMS). Data-driven insights from SIS and LMS platforms enable educators to tailor instructional strategies to individual student needs effectively. While SIS manages student data for administrative tasks, LMS offers tools for content delivery and collaboration. Using the strengths of SIS and LMS, educators can optimise teaching and learning experiences, tracking student progress, and fostering collaboration. The comparison emphasises their distinct roles: SIS manages administrative tasks, while LMS focusses on content delivery and collaboration. Using both systems, educators improve the teaching and learning experience, leveraging DA for continuous improvement. In summary, this paper underscores the transformative role of DA in education, framed within the context of comparing the SIS and LMS functionalities. By examining the intersection of data-driven decision making and educational technology, educators are equipped with the tools and knowledge to harness the power of data for meaningful and impactful teaching and learning.

Parasomnias are a group of sleep disorders characterized by abnormal and unpleasant motor, verbal or behavioral events that occur during sleep or during transitions between wake and sleep states. They disrupt sleep and can have a detrimental impact on the individual experiencing them. Our goal was to identify types of parasomnias and their prevalence in the post-secondary student population and to explore students' coping strategies for parasomnias they found distressing. Seventy-seven post-secondary students completed the 21-item Munich Parasomnia Screening (MUPS) frequency scale. They also rated, on a 10-point scale, how disturbing each parasomnia was. Not only did 92% percent of students report at least one parasomnia, but our results also indicate that the vast majority of students experienced more than one parasomnia. This led us to investigate the likelihood of the co-occurrence of different parasomnias. With respect to the level of subjectively experienced distress, the most prevalent parasomnias were not always the more disturbing ones. Coded open-ended responses about what students do about the disturbing parasomnias indicate that grounding strategies and physical manipulation of one’s body were the most common, although most participants indicated that in spite of distress, they do nothing to cope. In conclusion, our study found a strikingly high prevalence of parasomnias in this sample of young adults and a lack of knowledge about effective means of dealing with these.

Dance, as a performance activity, is associated with various problems. Among these challenges, sleep disturbances are notably prevalent. This study aimed to explore the potential relationship between sleep characteristics—specifically chronotype and subjective sleep quality—and psychological inflexibility in dance students. This research adopted a cross-sectional design using non-probabilistic sampling. One hundred and fourteen dance students, with a mean age of 23.87 years, participated in the study. Assessment tools included the Acceptance and Action Questionnaire-II, Pittsburgh Sleep Quality Index, and the Composite Scale of Morningness. The results revealed no gender differences in psychological inflexibility or chronotype, although women report poorer sleep quality. Differences emerged in both subjective sleep quality and chronotype when students were grouped according to low, medium, or high levels of psychological inflexibility. Those with low inflexibility, as opposed to those with high inflexibility, report better sleep quality, with no differences observed between medium and high inflexibility groups. Students with high-medium levels of psychological inflexibility showed a higher risk (OR = 6.373 times higher) of experiencing poor sleep quality compared to those with low psychological inflexibility. In terms of chronotype, the low inflexibility group is inclined to be more of a morning type than the medium and high inflexibility groups, with no differences between the latter two groups. Students categorized as having low inflexibility tend to have a longer history of dancing under the guidance of a teacher and dedicate more hours and days per week to rehearsal. The findings are discussed in terms of their educational implications for dance students.

Cheating is a kind of fraud or attempts to get dishonest advantages in an academic institution, it has been increasing dramatically for the last 50 years with the growth of technology. In some countries, this phenomenon has changed to a problematic factor in schools. Plagiarism is also considered as a type of cheating if it occurs intentionally. More efforts are made to mitigate the severity of cheating in an academic institution using technological-based devices. Besides, technology has an effective role in the detection of plagiarism by several detection platforms, however, still, there are some types of plagiarism which cannot be detected by these platforms efficiently, that authors should treat honestly during his/her scientific writing. This work aims to conceptualize and characterize cheating and plagiarism in an academic institution, also it is tried to indicate the relationship of cheating and plagiarism that in which cases, plagiarism becomes cheating. To achieve the purposes, relevant literature including scientific papers, monographs, reports, and authorized website were reviewed, and the literature output are integrated with the observation and experience of author during the teaching and learning in academic institutions.The findings and direct observation from close contact of classrooms show that cheating is felt mostly in classes with large numbers of students, that institution policy, instructor control, and using of technology have the most effect on the controlling cheating. Plagiarism as academic dishonesty is a widespread phenomenon among the students and even the authors. In some cases, the poor understanding of students and authors in scientific writing rules causes plagiarism and is measurable by some available detection platforms.

The aim of this research is to determine the factors that may prevent high school students from participating in recreational activities and to investigate whether these factors differ within the scope of various variables. This study consisted of total 1459 (681 women and 778 men) student volunteers who educated in high school level. Sampling method was preferred for easy sampling. The face-to-face survey method was used to collect the data. The "Leisure Constraints Scale" developed by Alexandris and Carroll (1997) and adapted to Turkish by Gürbüz, Öncü, and Emir (2012) was used to determine the factors that might prevent individuals from participating in leisure activities. The data obtained for the research were first transferred to the computer and then analyzed by SPSS packet program. The error margin level in the study was taken as p<0.05. The cronbach alpha of the study was found to be 0.91. As a result, it was found that women participated in the leisure time more than men. It was also observed that the participants met with more leisure constrain in Turkey's eastern regions.

Due to the upward trend in the globalization of sustainability issues and the intense competitive environment, it is evident that higher education institutions need new strategic approaches to succeed. To this end, the inquiry for this paper has been made into the debate about student relationship management. Going through the literature indicates that institutions have mainly perceived the concept as a technological initiative for solving the problems in individual domains, accompanied by uncoordinated efforts. Thus, the aims of this study are to theoretically present critical success factors of this strategic approach and to empirically examine the recognized factors. To do so, confirmatory factor analysis that is a quantitative analytic method was performed. The results and analyses revealed that there has been a significant correlation between the four critical success factors including knowledge management, student relationship management technology, student orientation, and employees’ involvement. It was also found that these factors are significantly correlated with the construct of student relationship management success. The findings have consequently highlighted that in addition to the technological tool, the role of knowledge management, employees’ involvement, and student orientation appeared to be particularly important for the implementation of the application.

This study investigates the impact of integrating ChatGPT on the academic writing performance and engagement of English as a Foreign Language (EFL) undergraduate students in Delhi, India, during the first semester of the academic year 2024/2025. It addresses the challenges within the Indian education system by exploring the effectiveness of AI-driven writing tools in enhancing writing skills and motivation among EFL learners. Employing a mixed-methods approach, the research evaluates ChatGPT's influence on 32 EFL Indian undergraduate students through draft revisions, questionnaires, and interviews. The findings highlight ChatGPT's positive impact on writing quality, engagement levels, and immediate feedback appreciation, emphasizing its potential in improving writing instruction and student outcomes in EFL contexts. Recommendations are provided for practitioners to integrate ChatGPT in writing exercises and for researchers to conduct longitudinal studies and explore ethical considerations in AI use for educational purposes, ultimately contributing to enhanced EFL education and technology-mediated learning.

On entering higher education, students from disadvantaged schools seem unable to cope with new academic demands and all too often the need for adjustment is attributed to under-preparedness. The purpose of this paper is to identify the factors contributing to and mitigating the alienation of students in institutions of higher learning. The narrative inquiry with a qualitative method was employed to obtain the perceptions of 51 selected first-level science university students on their experiences. This is a case of the University of Venda first-year level students registered in the 2023 academic year. The findings of this paper build on and contribute to the literature on understanding alienation in higher education. In particular, the key findings of this paper reveal that the students failed to quickly adapt to a different culture of teaching and learning; the academic workload was overwhelming, and lecturers were unapproachable Students from previously disadvantaged backgrounds especially struggled to assimilate into the new university culture of teaching and learning. This paper concludes by recommending that there is a serious need to take cognisance of the influx of previously disadvantaged students into institutions that were not created with them in mind. Universities and their teaching staff should recognise the culturally diverse nature of the student body and thereby restructure teaching and assessment to foster social justice to promote student success.

The advent of artificial intelligence has ushered in a new era of digital tools, including chatbots and virtual assistants, for educational purposes. ChatGPT, an advanced language model, has gained popularity as an educational aid. However, concerns have emerged regarding its potential negative impact on student learning behavior. This experimental research study investigates the influence of ChatGPT on student learning behavior and offers insights into its potential drawbacks.

Adequate serum vitamin D and iron levels are thought to positively influence physical training adaptations and mood. The purpose of this prospective, observational, study was to investigate relationships between serum 25-OH vitamin D and serum ferritin levels with body composition and athlete burnout symptoms. Seventy-three collegiate athletes (49 female) from 7 indoor and outdoor sports were tested pre-season and post-season for: nutrient biomarkers (serum 25-OH vitamin D and serum ferritin) via venipuncture; body composition (total lean mass, bone mineral densi-ty/BMD, and % body fat) via dual energy x-ray absorptiometry (DXA) scans; and athlete burnout symptoms (post-season) via the athlete burnout questionnaire (ABQ). When male and female co-horts were combined, significant relationships were noted between pre-season serum 25-OH vit-amin D versus the change (∆: post-season minus pre-season) in both BMD (r=-0.34;p=0.0003) and % body fat (r=-0.28;p=0.015). Serum ferritin ∆ was significantly associated with lean mass ∆ (r=-0.34;p=0.003). For burnout symptoms, serum 25-OH vitamin D ∆ significantly explained 20.6% of the variance for devaluation of sport in the male cohort only. Across time, serum 25-OH vitamin D levels increased while serum ferritin levels decreased, non-significantly, in both males and fe-males. Relationships between nutrient biomarkers and body composition were opposite of physio-logical expectations.

The frequency of earthquakes in South Korea is increasing. This study aimed to examine and identify the factors influencing the degree of disaster-incident-related shock among Korean nursing students with the disaster experience. The study sample consisted of 153 nursing students who have been living around Phohang-si in Gyeongsang-do, South Korea, and who having the experience of disaster-incident-related shock. Measures were Impact of Event Scale, Perceived health status scale, Psychological Well-Being Scale, and Coping Strategy Indicator in Korean version. The data collection period was from October to December, 2018. The factor that was found to have the most influence on disaster-incident-related shock among Korean nursing students was the perceived health status (β = 0.48), followed by gender (β = -0.28), coping skill (β = 0.18), psychological well-being (β = 0.14), need for disaster education (β = 0.12), and major satisfaction (β = -0.12). This study provides preliminary evidence that perceived health status is a major and primary predictor of disaster-incident-related shock among Korean nursing students, next followed by coping skill, and psychological well-being. The findings can be reflected in the pertinent curriculum by actively considering these influence factors in designing nursing education interventions for disaster-incident-related shock in the Korean nursing students.

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.

The COVID-19 pandemic is one of the worst catastrophes that we have faced globally in recent years. It has not only taken its toll on the economic sector but also on the education sector. The social distancing norms that are in place as a direct response to the pandemic have turned conventional classroom teaching into a problematic minefield; as such, students all over the world have been forced into unprecedented situations that have served only to worsen the situation. The current pandemic has given rise to one of the worst crises the 21^st Century has ever seen, resulting in a surge of unemployment. Many companies have taken the route of firing employees or making redundancies, as they cannot afford the monthly reimbursement for staff. While this issue primarily concerns full-time workers, it also carries significant consequences for students – a considerable number of students are required to earn their daily living costs, and, without a job, they cannot pay their educational fees, accommodation costs, or living expenses. This comprehensive study briefly discusses the multitude of problems faced by students in the UK regarding higher education, as a direct result of the coronavirus pandemic. It contains six individual sections: a detailed introduction; the methodological procedures employed; educational disruptions, covering issues from hindrances in field research to examinations and student evaluations; personal problems experienced by students, such as accommodation and loss of income; concerns arising from the global pandemic; and finally, a conclusion and summary of the study’s findings.

This study investigates the effectiveness of a text summarization method applied to open-ended student evaluations at the Hellenic Open University, aiming to improve the analysis of qualitative feedback from online educational surveys. To address the challenges of processing large volumes of student feedback, an automated summarization technique utilizing advancements in Natural Language Processing (NLP) and text mining is proposed. Using the TextRank and the Walktrap algorithms, student comments on positive aspects, study challenges, and improvement suggestions were analyzed. The analysis revealed that while some students expressed satisfaction with tutor-student interactions and the organization of educational material, there were also negative comments about outdated content in some modules and scheduling issues. The findings highlight the importance of qualitative feedback for education quality, providing actionable insights for improving curricula and teaching effectiveness. This research responds to the growing need for effective qualitative data analysis in higher education and contributes to ongoing discussions about student satisfaction in distance learning environments. By effectively summarizing open-ended responses, university staff can better understand student experiences and make informed decisions to enhance the educational process.

Student leadership prepares students for responsibilities such as taking on specific tasks, assuming leadership roles in their future personal and professional lives. Developing students' leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students' leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, 2-class and 3-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the 2-class model, the 3-class model provides more detailed information about student profiles. In this respect, 2-class and 3-class latent models are reported comparatively. In the 2-class latent model, students are labeled as the "Shy or Lack of Self-Confidence Group" and the "Active Leader or Influential Group." In the 3-class latent model, students are labeled as the "Moderate or Passive Leader Group," the "Strong Leader or Influential Group," and the "Avoidant or Leadership-Uncomfortable Group." In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.

Given the financial demands of attending college, the transition to new living situations, abrupt changes in social support, and overall lifestyle adjustments, college students are at an increased risk of food insecurity (FI) compared to the general population. Collegiate athletes experience an even greater risk of FI as a result of greater time commitments and energy demands associated with their sports. This heightened vulnerability poses a tremendous threat to student-athletes’ academic and athletic achievements. This study aims to address the prevalence and primary determinants of FI among collegiate athletes while providing potential solutions to navigate and alleviate the effects of diminished food security among this demographic. To address these aims, a total of 18 articles were selected from both peer-reviewed and gray literature. The U.S. Household Food Security Survey Module (US-HFSSM) survey tools were predominantly utilized across universities throughout the United States to gather data on FI. Student-athletes reported experiencing FI across various regions of the United States, including universities in northeastern states (n=5), the southwest region (n=3), the southeast region (n=3), the northwest (n=1), and the Midwest (n=1). Overall, FI prevalence rates ranged from 9.9% to 65% and the most significant contributors included limited financial resources, time management, meal plans, and housing location/amenities. These findings highlight a need for screening, education, and intervention to address FI among collegiate athletes.

Massification in higher education has made the satisfaction of students’ needs a difficult conundrum among university lecturers. In contrast, the use of innovative design for collaborative learning enhances student engagement in the populous student’s context. Moreover, this paper aims to extensively explore innovative designs for fostering student engagement and collaborative learning among first-year students at the University of Venda. The study employed a qualitative research method with the purposive sampling technique. Subsequently, a group of 200 students was the population of this study. Participant Observation and narrative inquiry were used as data collection instruments. The students in their respective groups were assigned topics from the module content to use their talents to demonstrate their understanding of certain content in the module. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings elucidated these aspects namely, role-playing exercises, group projects, peer-to-peer learning, use of talents, and peer feedback. The implication of this study is that students learn to work together, delegate responsibilities and communicate effectively to attain a common goal. Using these strategies, the lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends efficient and effective techniques and strategies to foster student engagement and collaboration to track and monitor at-risk students timeously.

: Predicting long-term student learning is a critical task for teachers and for educational data mining. However, most of the models do not consider two typical situations in real-life classrooms. The first is that teachers develop their own questions for formative assessment. Therefore, there are a huge number of possible questions, each of which is answered by only a few students. Second, formative assessment often involved open-ended questions that students answer in writing. These types of questions in formative assessment are highly valuable. However, analyzing the responses automatically can be a complex process. In this paper, we address these two challenges. We analyzed 621,575 answers to closed-ended questions and 16,618 answers to open-ended questions by 464 fourth-graders from 24 low-SES schools. We constructed a classifier to detect incoherent responses to open-ended mathematics questions. We then used it in a model to predict scores on an end-of-year national standardized test. We found that despite answering 36.4 times fewer open-ended questions than closed questions, including features of the students’ open responses in our model improved our prediction of their end-of-year test scores. To the best of our knowledge, this is the first time that a predictor of end-of-year test scores has been improved by using automatically detected features of answers to open-ended questions on formative assessments.

Students' knowledge of the concept of patient safety in infection prevention and control and treatment safety is still low. Real-life problem-based learning approaches in the area of ​​clinical education assist in patient safety education. This study was designed to identify, evaluate and summarize available evidence on the effectiveness of clinical education on student achievement of patient safety competencies. The Methode that use in this study is systematic review. Search for articles in research journals obtained from Sciencedirect, Ebscohost, Garuda, Proquest and Scopus. As many as 228 articles were obtained consisting of nursing journals and health journals with the keywords clinical education, competence, and patient safety. After that, the screening process was carried out based on the inclusion criteria and obtained 25 articles that met the criteria. The result of this study are the contribution of educational institutions in the achievement of patient safety competencies for nursing students is still low and the achievement of patient safety competencies for students at the professional level is better than for students who are still learning theory in educational institutions. The conclusion of this study is clinical education carried out by educational institutions is considered ineffective in achieving the competence of patient safety for nursing students. Therefore, it is necessary to develop a patient safety model or curriculum that is attached to clinical education in nursing education institutions

Abstract: This study aims to set up a system to evaluate nursing competencies in disaster preparedness for undergraduates and influencing factors in China. The evaluation system was established by using the modified Delphi. There were 3 phases in this study: 1) an environmental scan; 2) setting framework; 3) adjusting indicators based on the modified Delphi. The questionnaire for these undergraduates lied in their basic information and assessment of nursing competencies in disaster preparedness. Based on the survey, the average score of nursing competencies in disaster preparedness for undergraduate nursing students surveyed was 3.10 (out of 5). In addition, gender, grade, inhabitation, and disaster drills of the students were four factors affecting nursing competencies of undergraduates. This study indicates that the present nursing competencies in disaster preparedness for undergraduates are weak, and it is essential to strengthen nursing education in disaster preparedness for undergraduates.

Background Bangladesh has been attracting international students on various subjects in recent times. Every year students from different parts of the world come to study undergraduate and postgraduate courses, mostly at private universities in Bangladesh. This study evaluates the depression status among international students who are studying dentistry in Bangladesh. Methods This cross-sectional survey was conducted among International undergraduate dental students who enrolled in the Bachelor of Dental Surgery program in nine public and private dental colleges in Bangladesh. A total of 206 students completed the survey, and CES-D 10 items Likert scale questionnaire was used for data collection. The Cronbach alpha for CES-D 10 scale items for this population is 0.812. Results The majority of the students (79.5%) are below 24 years of age, and students who cannot communicate well in Bengali (Bangla), about 60% of them have experienced depression. About 77.3% (p< 0.00) of the international students having financial difficulties exhibited depression. The international students who went through financial problems were two times more likely to suffer from depression (OR=2.38; p-value <0.01). Conclusion This study tried to highlight the struggles faced by international students in Bangladesh studying dentistry. It is evident from the findings that several factors influence students' mental well-being during demanding dental education years.

In Thailand, the topic of medical ethics and laws related to medical professions has been one part of the national competency assessment criteria. The objective of this article was to design legal issues into the medical curriculum and to share experiences of creative legal study. Legal contents were inserted into 10 subjects and taught for year 1 to year 6 medical students. Students were divided into multi-groups or received individual tasks and then, shared their knowledge and idea for solving legal problems. The results showed they could interpret and create novel ideas for legal and ethical reconstruction, including the topic of the principle of laws, criminal laws, civil and commercial laws, public health laws, organ donation/transplantation, end of life decisions, and legal liability for the medical profession. Finally, the creative legal study can be used as a novel approach to support creativity among medical students.

Considering the challenges of sustainable education in emergency remote teaching (ERT) during the coronavirus (COVID-19) pandemic, this study provides basic principles for future ERT implementation based on the experience of higher education in Indonesia. Seven local expert distance educators reviewed the ERT principles, participating in the early stages to check the relevance, content validity, and readability of the five principles proposed in the context of Indonesian education. After an extensive expert review, the ERT principles were evaluated using quantitative data through an online survey (82 students and 45 faculty members). In addition, open-ended questionnaire responses, experiences, and challenges encountered by 21 respondents (College Dean, Associate Dean of Academics, and faculty quality assurance of seven universities/colleges in three provinces in Indonesia) in ERT were used and analyzed. This study suggests that ERT should be designed based on the principles of simplicity, accessibility, affordability, flexibility, and empathy in all learning activities in unfavorable situations. This study complements previous work and can thus be used for generalized principles for teaching activities in similar emergencies, especially in developing countries.

It’s always a challenge for a teacher to get their students to be more engaged or active in the classroom. Engagement happens when students are interested in the subject, have fun, and feel welcome in the classroom. But how do we make students more engaged? To make this happen, Educational escape rooms were introduced into studies. In this paper, we will discuss about the creation and evaluation of educational escape rooms within an engineering learning context. As part of our research project, four educational escape rooms were created for students and surveys were conducted among them to evaluate the success of our project. Our findings indicate that the escape room learning model is well accepted by the students. As a result of the activity, high levels of dedication and enthusiasm are recorded and students shows the eagerness to do more escape room activities.

This paper shares our work in developing and implementing an immersive gamification training platform for students who undergo manufacturing shopfloor training at the School of Engineering, Nanyang Polytechnic, Singapore. In this gamification training platform, we developed a virtual manufacturing shopfloor that is identical to the actual shopfloor located in the school. Students have the freedom to learn the manufacturing shopfloor operations and safety acts through the various game scenarios and training tasks which include workshop safety, CNC machine introduction, CNC machining dynamics, MES, etc. In addition, the assessment feature with immediate feedback were embedded within the gamification platform, which aim to help students to assess their level of understanding and help teachers to monitor the learning progress of their students. To investigate the impact of this gamification training platform on students’ learning outcome and motivation in manufacturing shopfloor technologies and safety acts, a pilot study was conducted in AY2018 semester 2 for a total 134 students from 4 classes of digital & precision engineering diploma. It is found that gamification can be integrated effectively into manufacturing education to motivate students and enhance their learning effectiveness. Based on the collected data from the technical quizzes and satisfactory survey, the results showed that the integration of gamification into the classroom learning not only added a stimulating and captivating game-like layer to the learning experience of the students, but also provided a safe environment for students to learn without fear of making errors. Challenges faced in implementing this gamification training platform will also be discussed in this paper.

If students do not fully apply themselves, then they may be considered responsible for the result of being inadequately prepared. +- Nevertheless, student outcomes are more likely to reflect a combination of both effort and systematic problems with overall course architecture. Deficiencies in course design result in inadequate preparation that adversely and directly impacts students’ productivity upon entering the workforce. Such an impact negatively influences students' ability to maintain gainful employment and provide for their families, which inevitably contributes to the development of issues concerning their psychological well-being. It is well-documented that incorporating active learning strategies in course design and delivery can enhance student learning outcomes. Despite the benefit of implementing active learning techniques, rarely in the real world will it be possible for techniques to be used in isolation of one another. Therefore, the purpose of this proposed study is to determine the interactive effects of two active learning strategies because, at a minimum, technique-pairs more accurately represent the application of active learning in the natural educational setting. There is a paucity of evidence in the literature directed toward investigating the interactive effects of multiple active learning techniques that this study is aimed at filling. The significance of this research is that, by determining the interactive effects of paired active learning strategies, other research studies on the beneficial effects of using particular active learning technique-pairs will be documented contributing to the literature so that ultimately classroom instruction may be customized according to the determination of optimal sequencing of strategy-pairs for particular courses, subjects, and desired outcomes that maximize student learning.

This review of current research into at-risk programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students at-risk from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. This involves a synthesis and reformulation, based on epistemological standpoints, both explicit and implied, of the various researchers. Using as a lens the (various and varied) understandings of social justice and the goals of education (Gale & Densmore, 2000; 2003) I identify three sometimes overlapping and sometimes contesting standpoints in relation to at-risk students, characterised as instrumentalist or rational technical, social constructivist or individualist and critical transformative or empowering. I argue that programs ‘which simply seek to achieve change in the individual young people are doomed to failure’ (Stewart, 1998, 4) and that a critical transformative understanding of at-risk may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’ (Stewart, 1998, 4).

This study investigates student performance with the aim to forecast students' academic outcomes using data analytics and machine learning techniques. There is a big drop out per cent especially in the technological study programs at the universities, however, focusing on the successful study process there is important to analyze and to predict some risks on students’ to assure low dropout percent. While Student Performance Prediction (SPP) has potential benefits, such as personalized learning and early interventions, several challenges make the task complex in relation to (1) data quality and availability and (2) incomplete and inconsistent data. Predicting performance requires a range of different data types: academic records, attendance, and engagement in class, socio-economic background, and even behavioral factors. Moreover, according to the fourth Sustainable Development Goal (SDG) we focus on the quality in education.This paper presents a case study of data mining method for SPP by using classification, regression, and clustering are generally used in education to predict student’s performance which is important to control drop out of studies percent. The case presented is to predict risks and to assure academic success and quality based on the CRISP-DM data mining.

Productivity levels of architecture students have been ascertained via research to relate strongly to the quality of studio culture in architecture studios. Students' comfort is significantly influenced by the quality of daylight within architecture studios, as demonstrated by research findings. The comfort level in architecture studios is also known to influence the productivity of architecture students significantly. Building on separate research findings that have proven the individual impact of daylighting and studio culture on the performance of architecture students, this research aims to explore the potential connection between daylighting and studio culture. At the commencement of this research, data collection was via a qualitative approach in the form of interviews. At a later stage, we administered structured questionnaires for a quantitative analysis. From observations, many students would instead not work in their studios but elsewhere – at the expense of cultivating a good studio culture. Hence, this research is pertinent in that it would discover the reason(s) behind this trend among architecture students in the sample universities and the contribution of daylighting to studio culture in these universities. The outcome of this research would provide a knowledge base to further improve the design of architecture studios in Nigerian universities.

: Suicide is a serious public health problem, with a global mortality rate of 1.4% of all deaths worldwide, and the leading cause of unnatural death in Spain. The use of clinical simulation has proven to be a beneficial tool in the training of nursing students. Such experiences allow them to develop cognitive and affective skills that are fundamental for the detection of warning signs and use of interventions in cases of people who want to take their own lives. Working in a mental health environment can be difficult for nursing students; therefore, the purpose of this study was to explore the perceptions of nursing students on the approach, management and intervention of suicidal crisis through clinical mental health simulation. Methods: qualitative descriptive phenomenological study through focus groups and reflective narratives in a sample of 45 students. A thematic analysis was performed using ATLAS-ti. Results: After the analysis, three themes were obtained: (a) management and handling of emotions (b) identification of suicide motives (c) intervention in suicidal crisis. Discussion: Clinical simulation in mental health allows students to exercise clinical judgment reasoning, detect warning signs for a better treatment approach, and provide tools for effective intervention and management of patient care. The results of this study indicate that nursing students face challenges in approaching mental health clinical simulation due to lack of prior exposure.

The rise in cannabis use has caused significant concerns pharmacy students’ abilities to counsel patients over cannabis. This study aims to understand pharmacy students’ preparedness to counsel patients with cannabis use disorder (CUD) and evaluate the relationship between knowledge, attitudes towards medical cannabis (MC) and recreational cannabis (RC), and behavior intention (BI) to counsel over CUD. A cross-sectional survey was administered to pharmacy students. Descriptive analysis of sample characteristics were assessed with T-test and one-way ANOVA test. Pearson correlation and linear regression were conducted measuring the strength and direction of relationships. The average scores for knowledge, attitudes towards MC use and RC, and BI were 81% (SD 16%), 4.13 (SD 0.75), 3.28 (0.80), and 2.74 (1.00). Significant correlations were observed between knowledge-attitudes toward MC, knowledge-attitudes towards RC, and attitudes towards RC-BIs. Linear regression indicated attitudes towards MC use and RC, academic year, awareness of MC use legality, obtained knowledge, and past patient interaction were significantly associated with BI on confidence in counseling over CUD. There is a gap in students’ BI to counsel. These findings emphasize the importance of a comprehensive curriculum and state policy and practice changes, enabling future pharmacists to address patient needs related to cannabis use confidently.

Educational institutions worldwide have adopted e-learning due to the COVID-19 pandemic. While this shift to online learning (OL) has presented challenges for students and teachers, it has also sparked innovative educational approaches. This study investigates college students' perceptions regarding OL, specifically focusing on gender differences in the experience with OL A quantitative survey gathered information from distinct college students in Gulf Cooperation Council (GCC) nations who experienced OL during the pandemic. The survey included questions related to satisfaction with OL and specific aspects such as course content delivery, interaction with instructors, behavioral changes, and challenges with OL. Male and female student OL experience was compared statistically. The results conclude that male students are more satisfied than female students. Students struggled with internet connection, OL adaptation, focus, and workload during OL. Understanding these gender differences in students' satisfaction with OL is crucial for educators and institutions as they strive to optimize the effectiveness of e-learning strategies. By recognizing and addressing male and female students' unique needs and challenges, educational institutions can enhance the overall educational experience during times of crisis and beyond.

Online education allows learners to develop knowledge and skills flexibly and conveniently—such observation among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies to characterize Filipino online learners seem lacking. Thus, this study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought by COVID-19 pandemic also urged the implementation of online modalities while there is no available information on students’ online learning profiles. Hence, researchers used a survey research employed through ex post facto approach to determine the effects of the demographic profile on OSE, SRL, and OLSE. The survey was participated by N=373 respondents who answered the questionnaire with informed consent administered via Google Forms. Results revealed that OSE indicators moderately characterized students, while SRL and OLSE indicators are true of them, substantiated by the overall mean M=3.85(SD=0.90), M=3.86(SD=0.92), and M=3.14(SD=0.73), respectively. Also, multivariate tests showed no significant effect among the independent groups (p&gt;0.05), except for gender and OLSE interaction (p&lt;0.05) so, only in OLSE was a significant difference found in gender. In conclusion, Filipino online learners are moderate across aspects of student engagement, self-regulation, and self-efficacy.

Many assumptions exist about online learning and its impact on college students. Hitherto, the views of those meant to be the beneficiaries of this technology have been given little consideration despite the fact that students use cyberspace for academic work and beyond. This qualitative case-study report is based on research conducted by college students at a private university in the Eastern Province of Saudi Arabia. The aim was to examine the online learning experiences of their peers during the first wave of the coronavirus global pandemic, with a view to understand how prepared their university is for an academic genre located in cyberspace. The findings are based on the perspectives of 2,298 college students responding to a survey administered to the entire student population comprising around 9,000 individuals. They suggest that increasing opportunities for cyberlearning could have positive effects on students. Also provided is cautionary advice about the need to improve teaching pedagogies and combat academic dishonesty.

Abstract Aim: To determine the efficacy of health beliefs model –based intervention in changing the belief related to substance use among university student in Mosul city-Iraq. Design: A randomized controlled trial. Methods: A probability (simple random sample) of (N=80) undergraduate student in different specialties would be selected. The study sample will be recruited from (4) colleges in the University of Mosul's Engineering, Sciences, Medicine and Education Colleges. The sample will be randomly assigned into experimental and control groups of (40) undergraduate student for each group. Such chosen is employed of pool of topics that have the criteria contain students who have using on (Smoking, Hookah, Drug abuse and Alcohol).For during from 25of October / 2019 till 1 of February/2021. Data is analyzed using the "Statistical Package for Social Science" (SPSS) software for Windows (V:26). Results: This finding indicated that before the intervention, mean scores for all concepts of HBM, add to Motivation, Control, and behaviors intensions of students they were almost equal. However, after the intervention were significantly different in the study group, while it was not significant in the control group. Conclusion:This study concluded that designing an HBM-based study could affect students' understanding and their behaviors in the field of substance abuse. Considering the positive correlation between construct of HBM, particularly in "perceived benefits and perceived severity" related to students’ beliefs. These beliefs implied a significant correlation with each other and with the attention to the prevention of addiction.

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.

Self-esteem and student engagement play critical roles in shaping academic performance, particularly in the context of distance education, where direct classroom interaction is limited. This preliminary study examines the relationships between self-esteem, student engagement, and academic performance among 1,479 students at an Indonesia's open university, Universitas Terbuka. Using a cross-sectional survey design, the study employed multiple validated scales, including the Rosenberg Self-Esteem Scale, Student Engagement Scale, and self-reported academic performance measures, to explore how these variables interact. The results show that self-esteem alone does not significantly predict academic performance (F = 2.31, p = 0.071), but student engagement plays a moderating role, significantly enhancing the effect of self-esteem on academic outcomes (interaction term: B = 0.25, p = 0.010). Additionally, students from matrilineal family systems reported significantly higher self-esteem (M = 3.92, SD = 0.569, p = 0.014) and academic engagement (M = 3.93, SD = 0.870, p < 0.001) compared to their patrilineal counterparts. These preliminary findings highlight psychological and cultural factors in online education, with ongoing qualitative analyses in a broader mixed-method study set to deepen insights into technology challenges and further contribute to distance learning research.

This study presents the development and evaluation of a Multi-Task Long Short-Term Memory (LSTM) model with an Attention Mechanism designed to predict students' academic performance. The model concurrently addresses two tasks: predicting overall performance (total score) as a regression task and categorizing performance levels (remarks) as a classification task. By processing both tasks simultaneously, the model optimizes computational efficiency and resource use. The dataset includes detailed student performance records across various metrics such as Continuous Assessment, Practical Skills, Demeanor, Presentation Quality, Attendance, and Participation. The model's performance was evaluated using comprehensive metrics. For the regression task, it achieved a Mean Absolute Error (MAE) of 0.0249, Mean Squared Error (MSE) of 0.0012, and Root Mean Squared Error (RMSE) of 0.0346. For the classification task, it attained perfect scores with an accuracy, precision, recall, and F1 score of 1.0. These results highlight the model's high accuracy and robustness in predicting both continuous and categorical outcomes. The Attention Mechanism enhances the model's capabilities by identifying and focusing on the most relevant features. This study demonstrates the effectiveness of the Multi-Task LSTM with Attention Mechanism in educational data analysis, offering a reliable tool for predicting student performance and potential broader applications in similar multi-task learning contexts. Future work will explore further enhancements and wider applications to improve predictive accuracy and efficiency.

The application of OpenAI's advanced artificial intelligence language model, ChatGPT, in education has garnered widespread attention from the academic community. The openness and intelligence features of ChatGPT demonstrate great potential and value in supporting students' learning, daily life, and communication. This study, grounded in the theoretical frameworks of Innovation Diffusion Theory (IDT) and the Technology Acceptance Model (TAM), conducted a systematic empirical analysis through a questionnaire survey of 677 university students who had used or were currently using ChatGPT. The results indicate that the six perceived attributes of innovation significantly influence university students' behavioral intention to use ChatGPT, while attitudes towards ChatGPT, perceived usefulness, and perceived ease of use indirectly influence students' behavioral intention to continue using ChatGPT. Based on the findings of this study, we propose an extended Technology Acceptance Model (TAM) that incorporates key elements of Innovation Diffusion Theory (IDT) to optimize the application of advanced technologies, such as ChatGPT, in education, thereby improving students' learning efficiency and behavioral performance. These findings not only provide important insights into the complex relationships between college students’ perceptions of ChatdGPT technology and predictors of behavioral intentions, but can also help relevant education departments, higher education institutions, and university teachers to effectively plan and evaluate the use of ChatGPT as a learning tool.

This paper explores the utilization of ensemble models and learning analytics techniques to predict student academic performance. With the advent of educational big data, institutions are increasingly leveraging advanced analytics to gain insights into student learning patterns and optimize educational outcomes. Ensemble models, which combine the predictive power of multiple algorithms, offer a robust approach to enhance prediction accuracy. The performance of the ensemble models was analyzed and compared using the Open University Learning Analytics Dataset, which consists of sources such as demographic information, historical performance data, and engagement metrics for 23,344 students. The evaluation of various ensemble models across different classification scenarios revealed that the proposed stacking model consistently emerges as the best-performing model, excelling in both multi-class and binary classification tasks.

The COVID-19 pandemic necessitated a profound shift to online education, impacting students across various educational levels. This research, drawing from a comprehensive survey of 1,000,000 students, delves into the surge in demand for online education during the pandemic and its potential enduring implications. The study scrutinizes factors steering this transition, the perceived effectiveness of online education, challenges encountered by students, and their anticipated preferences for the future. Results unveil nuanced perspectives among K-12, undergraduate, and postgraduate students, with safety, flexibility, and accessibility emerging as pivotal influencers. The findings offer valuable insights into challenges faced and future preferences, enlightening educational stakeholders about the dynamic needs of students and contributing to the ongoing evolution of the post-pandemic educational landscape.

The enhancement of physical and sports literacy in school setting are prerogatives and development aim for the physical education (PE) teachers. Therefore, as part of the teaching of motor activities, the proposal of motor tasks through different organizational modes (individual tasks, in pairs, in small groups, circuits, relay, paths, team games, etc.) is functional to the achievement of the educational objectives set in the didactic learning units. The present study aims to assess PE teachers’ perception about the use of teaching styles during curricular lessons. The sample involved a total of 83 PE teachers (M= 41, F= 42, main age= 43,74±10,76) divided according to years of service (0-4 = 36%, 5-10 = 34%, and over 10 = 30%) and academic training (ISEF= 44% and master’s degree= 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month. Results can be summarized as follows: (a) academic training is significantly associated with the command, inclusion, and guided-discovery styles in PE; (b) command and practice Styles are often used by PE teachers, regardless of years of service and academic training, and (c) guided discovery and convergent/divergent Discovery Styles are most frequently used by graduate teachers, regardless of years of service. The preliminary results of the analysis of PE teachers’ perception of teaching styles reveals the prevalence of the use of some styles over others, and this presuppose not only a different (but similar) teacher’s behavior, but also limits children’s way of learning a certain motor task. Future research and analysis will investigate the perception of different teaching styles according to seniority, school grade and academic training to design training courses for teachers adapted to children’s needs.

With the development of science and technology, buying has become much easier. At the same time, however, impulsive buying has many negative consequences for college students, and the causes of impulsive buying should therefore be explored. To explore the relationship between social exclusion and impulsive buying and its underlying mechanism, this study used the Social Exclusion Scale, Self-Esteem Scale, Risk Preference Scale, and Impulsive Buying Scale to investigate the roles of self-esteem and risk preference in the relationship between social exclusion and impulsive buying among 768 college students (387 were female, Mage = 20.25 years). The results were as follows: (1) when controlling for gender, age, family monthly income, and monthly living expenses, social exclusion significantly and positively predicted impulsive buying; (2) self-esteem played a mediating role between social exclusion and impulsive buying; (3) risk preference moderated the relationship between the second half of the mediating path and the direct path. These results reveal the mechanism underlying impulsive buying in college students, that is, social exclusion will predict the decrease of college students' self-esteem, and low self-esteem will further predict college students' impulsive buying which is a way for them to gain a sense of self-worth. Relatively low risk preference can well alleviate the negative impact of social exclusion and low self-esteem on impulsive buying. What’s more, these results have implications for impulsive buying interventions. Schools should aim to create a good peer atmosphere by making certain rules that help to reduce social exclusion and parents and education departments should cultivate students’ risk awareness to avoid risk behaviors in college students, such as impulsive buying behavior.

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classroom beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with potential to fill this gap. Unlike curriculum mapping -- which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study – course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.

In this preprint, we introduce a dataset containing students enrolment applications combined with the related result of their filing procedure. The dataset contains 73 variable. Student candidates, at the time of applying for study, fill a web form for filing the procedure. A committee at Tilburg University review each single application and decide if the student is admissible or not. This dataset is suitable for algorithmic studies and has been used in a comparison between the Naïve Bayes and the C5.0 Decision Tree Algorithms. They have been used for predicting the decision of the committee in admitting candidates at various bachelor programs. Our analysis shows that, in this particular case, a combination of the approaches outperform a both of them in term of precision and recall.

: The performance of the students in academics depends on many different factors. One of these factors is the economic status of their families. Education in public schools, though it is free, some parents cannot afford to send their children to school due to financial constraints. Education as a free is every individual's right in society, but it becomes a privilege because of a lack of financial support. This research work is a comparative study of students' or learners' performance in mathematics among students from working and non-working. This research article's ultimate objective is to investigate and compare a significant difference in their performance in the subject mathematics. The research methodology utilizes a t-test to analyze and synthesize primary data sources collected via interview and academic records, and diverse literature on the study area. However, the research findings revealed no significant difference in the two groups (the working and non-working group of learners). Therefore, it is recommended that secondary schools should be provided with adequate books and facilities and faculty school interventions and programs and promote the usage of SIM or Strategic Intervention Materials for learning and memory enhancement among learners.

Student retention is one indicator of accountability in the implementation of educational programs. Achievement of student retention rates indicates the performance of the quality objectives of an institution or college. To get an accurate picture of the factors related to retention, we need to do modeling. The retention variable is the time response variable measured in semester units. One of the statistical analyzes that can be used to analyze response data in time is survival analysis. The selection of an accurate analytical method in modeling will produce valid conclusions and impact making policies that are right and on target. This paper presents alternative modeling of student retention in distance education using survival analysis. The method used is a literature review. This paper also briefly describes distance education, open and distance education, distance education students' characteristics, distance education student retention, and survival models for modeling student retention in distance education.

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

The goal of this study is both to determine the opinion that professors and students at the University of (details removed for peer review) have of active methodologies and to describe the perception and opinion of the modes of organization, methodological focuses, and evaluation systems that define the teaching-learning process. On surveying the professors and the students in their classes, we found significant differences in 32 of the 92 variables in common. The content of these results shows that professors and students are believe they are making progress toward a learning-centered model, that implementation of active methodologies implies new functions in their teaching practice.

The feedback collection and analysis has remained an important subject matter since long. The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis. However, the student expresses their feedback opinions on online social media sites, which need to be analyzed. This study aims at the development of fuzzy-based sentiment analysis system for analyzing student feedback and satisfaction by assigning proper sentiment score to opinion words and polarity shifters present in the input reviews. Our technique computes the sentiment score of student feedback reviews and then applies fuzzy-logic module to analyze and quantify student’s satisfaction at the fine-grained level. The experimental results reveal that the proposed work has outperformed the baseline studies as well as state-of-the-art machine learning classifiers.

Despite the rapid adoption of bilingual programs (English-Chinese) in China's higher education institutions (HEIs), concerns have been raised on perceived language hindrance to students’ academic comprehension and then performance. In response to this, this paper investigates the effects of bilingual instruction on content-based learning and provides empirical evidence after testing related influential factors in bilingual environment. Analyzing a sample of 498 undergraduate students enrolling in a fundamental business course in a sample university in China, we find insignificant statistical difference in students' academic performance between bilingual and L1 classes. We attribute this to the English language support provided by the university and show that learning competence can help students to minimize language barrier and furthermore solve the common learning problems confronted by both bilingual and L1 students. Overall, our paper aims to identify key determinants of students' academic performance in bilingual instruction and provide policy implication for developing desirable bilingual programs in HEIs.

There is limited evidence showing how developing universities in South Africa have successfully adopted and effectively used online learning to support students for positive learning experiences. Presently, there are numerous challenging factors with regards to Information and Communication Technology (ICT) adoption in South African developing universities. The purpose of this paper was to investigate the extent of online learning support for student learning at developing universities in South Africa. The study resides in an interpretive framework from a philosophical perspective as it adopts a hermeneutic framework, with the literature obtained being classified, mapped, critically assessed, and themes and arguments developed. There is scant evidence of studies conducted and published between 2000 and 2024 on online learning support as a pedagogical strategy for student learning in the developing universities in South Africa. The findings resulted in five emerging themes from the literature review. These major themes include lack of ICT governance; poor digital infrastructure; lack of ICT skills; budget constraints; and accessibility and inclusivity challenges. This study is expected to have a significant impact on the development of universities' online learning policies and practices. It will also contribute to the pedagogical strategies and frameworks of academics and scientific knowledge on how scholars should perceive online learning support in the context developing universities.

The marketing industry is rapidly evolving, necessitating educational programs to adapt and equip graduates with relevant skills and knowledge. This systematic literature review with bibliometric analysis (SLRBA) explores the integration of Problem-Based Learning (PBL) in marketing education. PBL is an instructional strategy that empowers students to solve real-life problems by integrating theory and practice, thus fostering critical thinking and decision-making skills. Our review synthesizes data from 71 sources, highlighting the definition of PBL, strategies to promote its implementation in marketing education, and the benefits and challenges associated with this approach. The findings indicate that PBL enhances student engagement, provides hands-on experience, and prepares students for real-world marketing challenges. Strategies such as using social media, serious games, e-learning, and feedback mechanisms are discussed for their effectiveness in promoting active learning and student participation. Despite its advantages, PBL faces challenges such as resource intensiveness, student resistance, and information integrity issues. This review underscores the importance of PBL in bridging the gap between theoretical knowledge and practical application, ultimately preparing marketing students to meet the demands of the industry. The paper concludes with recommendations for future research and best practices for implementing PBL in marketing education.

Literature circles create an interactive and participatory learning atmosphere that greatly increases student participation in the classroom. Through literature circles, students can exchange ideas and gain knowledge from one another in a nurturing learning atmosphere. Students feel more at ease taking chances and voicing their opinions in the classroom when there is a strong sense of community among the students. This research study used a narrative literature review as a qualitative method. Relevant literature in this review showed that literature circles can increase students' reading passion and enthusiasm. Students are more likely to be engaged when they can select their own reading materials and facilitate discussions. Thus, by implementing literature circles, teachers may create a more engaging and encouraging learning environment in the classroom, which will ultimately improve student performance and foster a deeper understanding of literature.

Undergraduate learning is a multifaceted concept that many researchers have investigated to promote student engagement, academic performance, etc. Exploring factors promoting learning among undergraduates in FYW programs, which are required for undergraduates might potentially contribute to sustainable, cross-disciplinary undergraduate education. This study used the 10-year longitudinal grade and survey data at San José State University (SJSU) and the data was collected from Academic Years (AYs) 2015 to 2020, and five student surveys constituted the sample size of 18,101 students. In 2016, SJSU changed the remedial writing course to college writing courses. Since then, students need to complete an online module course before placing themselves into a one-semester or two-semester writing course. The previous study showed that students with higher writing comfort and confidence tend to place themselves into a semester-long class. Regression analysis was applied to examine the relationships among factors promoting learning among those students. University admitted students from various diversity and backgrounds, the results of this study suggested that what students chose and persisted in were more important in advancing their academic success rather than prior learning experience or psychological factors before the class.

In the evolving landscape of higher education, St. Michael's College (SMC) recognizes the significant impact of the COVID-19 pandemic on student welfare. This paper emphasizes the critical importance of addressing mental health, time management, and stress in the college environment, underlining their influence on academic success and personal growth. The call to action urges students to prioritize their well-being. Diverse cultural and religious perspectives, including Islam, emphasize the importance of a balanced mind and body. The wide-ranging literature review uncovers empirically supported strategies for mental health, time management, and stress reduction. Personal autonomy emerges as crucial in addressing these challenges. This study underscores the importance of these dimensions, calls for student action, and highlights the diversity of perspectives contributing to holistic well-being.

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in education system – university teachers, general education teachers, students and children’s parents – coped with the encountered challenge and what was important to them under changed conditions. This paper uses a communication management objective to describe how participants in the education system respond to the emerging distance learning situation and its challenges.The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows concluding that after a successful transition to distance learning the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis situation emerged. The research showed that the adaptation period was necessary at the beginning of the new activity. Competent leadership was expected from the teacher also advance preparation of all the actors in education process was needed. The data do offer a window into the dynamics of online teaching in crisis situation and experiences in new activity that are key to success.

: A strong financialtransaction is an important factor in organizational triumph and sustainability, and it is elucidated in the revised student handbook of the University that can be found on page 96 rules 1 to 5. This study assessed the registered students organizations' profile in terms of its type, registration, years of establishment, functions, and designations of student leaders and advisers. The financial practices or internal control system manages their organizational finances and the problems encountered by the student organizations and eventually proposed a manual of operation for students and youth organization's internal control system. This research used the descriptive design with the aid of questionnaire; data gathering through quota sampling from 57 student leaders and advisers of different student organizations of NEUST. Findings showed that most organizations had their constitution and by-laws but kept only as files and renewal requirements. Some provisions were not known to the officers, mostly were registered more than five years in operation; however, in terms of functions of officers and advisers, the results showed that some functions were not done by the officers who supposed to do it like the auditors who serve as treasurers also, the PRO as the record keeper and the presidents who handled finances and collections and as well as disbursements of funds. Generally, the organizations' financial activities were deemed to be "good", especially budgeting and cash receipt, due to the implementation of "no collection and no tuition fee policy". The researchers concluded that the absence of the proper internal control systems and manual of operation and lack of proper transfer of financial records from the previous sets of officers were the serious problems that should be addressed. Moreover, the student organizations' internal control system could still be improved if there is proper training and supervision in accounting operation.

Students’ anxiety due to the COVID-19 pandemic was expressed by some medical students in the form of anger and mistrust. This study aims to explore the reasons for mistrust between students and faculty among medical schools in Egypt that have flared during the COVID-19 pandemic. This is a three-phase exploratory qualitative study depending on thematic emergence from appreciative interviews (AI) sessions. Students are revealed to be very well-educated regarding contemporary medical education concepts. The most important factors from the student perspective were the presence of a well-designed assessment system aligned with the learning outcomes and teaching methodologies and the presence of extracurricular activities and soft skills, respectively. A balanced student life respecting their mental health was found important to increase trust. A roadmap to breaking the mistrust must be planned on several pivots: curriculum structure, extracurricular life, communication strategies, and identifying student roles in their learning and in decision making.

Within education, we make assumptions the correct manner of teaching a student, and with that, we assume further that regardless of the intellectual content that a student should engage with, the acculturation for the customary (and always rather traditional) means of religious apprehension for the purpose of an assumedly universal and beneficial role. This article instead promotes the view that such determinations are (1) unsuitable for modern society and (2) causal to a disjunction with a truly proper manner of education in the form of the matheticism – a term rather unfortunately applied in educational theory.

The use of didactic and interactive materials is essential in generating interest among students and teachers in utilizing mathematical models and digital technologies for the educational process. These materials create a dynamic and engaging learning environment that promotes a deeper understanding of complex concepts and fosters a passion for learning. Additionally, integrating interactive materials into pilot courses can assist teachers in better assessing student learning and adjusting the teaching strategies accordingly and the teachers can receive valuable insights into students' strengths and weaknesses, allowing them to provide targeted support and intervention when needed. In this context, the purpose of this paper is to introduce an approach for solving mathematics problems embedded in technical scenarios within the defense and security fields with the aid of digital technology. In this way, students can visualize abstract concepts, experiment with different scenarios, and receive instant feedback on their understanding. This paper helps to reinforce key concepts and enhance problem-solving skills, sparking curiosity, creativity, and encouraging active participation and collaboration. Throughout the development of this proposal, good practices are adopted, and advice for improvement is collected while having a wide range of users, giving feedback, discussions, and testing (pilot) short-term learning/teaching/training activities.

This comprehensive statement explores the concept of educational excellence, emphasizing the limitations of traditional metrics and proposing a holistic model for excellent educational systems. The discussion delves into the ambiguity surrounding excellence, challenges in measurement, and the influence of social, cultural, and economic factors on education. The objectives of the study include shedding light on the nature of excellence, its global significance, and introducing a model for improving school performance. The theoretical framework integrates constructivism, Maslow's Hierarchy of Needs, and Ecological Systems Theory to emphasize student-centered learning, holistic development, and environmental factors. The proposed model envisions an educational ecosystem prioritizing personalized, inclusive, and relevant education, with key components such as student-centered learning, inspirational educators, curriculum innovation, and community involvement. The abstract concludes by highlighting the model's potential implications in transforming education, challenging the status quo, and fostering well-rounded individuals equipped for a rapidly changing world.

In the ever-evolving landscape of higher education, the shift to hybrid teaching approaches has introduced novel challenges and opportunities for both educators and students. This qualitative study, grounded in a robust theoretical framework, combines in-depth literature reviews, informal interviews, observations, and thematic analysis to explore the multifaceted dynamics of hybrid language learning within a College of Arts and Sciences. By investigating the experiences of twenty students (referred to as 'S-Part 1' to 'S-Part 20'), the research delves into the core theme of 'Teacher-Student Interaction in Higher Education Institutions' and unpacks nine additional themes: 'Adaptability and Resilience,' 'Flexibility and Autonomy,' 'Connectivity Challenges,' 'Feelings of Isolation,' 'Technology Competence,' 'Personalized Learning,' 'Resource Accessibility,' 'Support Mechanisms,' and 'Positive Learning Experiences.' In this study, these themes encapsulate the diverse experiences and challenges encountered by teachers and college students as they navigate the evolving educational landscape. The insights derived from the study are underpinned by a robust theoretical framework and complemented by existing scholarly literature. As we delve into these themes, it becomes evident that they shed light on not only the intricacies of hybrid language learning but also the broader educational context, offering valuable guidance for educators, institutions, students, and researchers. Based on the ample results, recommendations are presented for school administrators, teachers, students, and future researchers to enhance the quality of hybrid teaching and learning, aligning it with the demands of the post-academic era. Overall, this study contributes to the ongoing dialogue on innovative pedagogical strategies and responsive educational environments, underlining the significance of teacher-student interaction in the new normal of higher education.

Choosing a college major is a crucial issue for twelfth-grade students. Many students feel confused and influenced by their surroundings when making this decision. This can have negative consequences if it does not align with the students interests and talents. This research proposes a web application as a solution, providing introductory information for each major. We employed a design and developement approach to create an application that assists prospective students in identifying majors based on their interests. The primary objective is to alleviate students discomfort during their studies, which often leads to decreased performance. With this application, students can avoid selecting majors solely due to peer pressure or parental coercion.

With limited state budget, developed nation public higher education have increased their fees making education expensive for most developing nation students. Some developing nations have set up regional low-cost education hubs to attract developed nation universities to offer their reputable degree programs. However, the intense competition for student enrolment in both has led to the marketisation of education. Students as paying customers need to experience satisfying stress-free teaching and learning to sustain enrolment. With employers increasingly unhappy with the quality of human capital, has the marketisation of higher education led to nominal human capital development? Can substantive human capital be developed in the new normal of marketisation of higher education? An adaptation of randomised control trials was used to measure learning outcomes desired by future employers for two teaching and learning approaches namely students as customers (n=497) and employers as customers (n=355). Findings show both approaches have good learning outcomes with the latter generally more superior. However, the former leads to nominal learning outcomes. This research extends the literature on achieving substantive learning outcomes conducive to employability. Implications for student satisfaction, lecturer professionalism, employability and quality assurance are discussed.

Weighted Student Funding (WSF) systems have been implemented in various countries to give schools more autonomy over how to allocate their funding. School principals use funding to maintain school operations and foster innovation for achieving educational goals. However, despite the importance of this process, scholarly research has largely overlooked how principals make decisions about their financial resources. Accordingly, this study seeks to provide practical insights into the strategies used by one school by highlighting their staff’s perceptions about using their WSF to maintain school operations and spur innovation. Using a case study approach, we investigated a principal who effectively used a school’s WSF to transform a failing school into an innovative one. The findings revealed that the principal strategically implemented financial management mechanisms in a way that inspired teachers to deeply consider how a school's WSF can help achieve educational goals. The principal fostered consensus on the school's direction, encouraged innovation through hands-on experiential learning and strategic planning, and facilitated funding for innovative teachers by guiding proposal development. Insights into the shifting cultural and practical landscape of financial resource utilization within schools are discussed.

As universities increasingly compete to improve students’ experience through investment in their campuses, well-designed Campus Open Spaces (COSs) become a major feature as well as a marketing tool. Well-designed and managed COSs are increasingly attractive to students and increase the number of public visits to university campuses (footfall). Current literature does not provide planners with evidence of what makes a COS add value to the student experiences. As such, this paper aims to find the nexus between the value/cost of COS and the attractiveness to - and enhanced experience of - students. This aim is approached via a three-phase integrative framework and results in a validated assessment model with a ‘COS Exp score’ that quantifies the most used/vital, best used/engaging, and most valued/beneficial COS. The data was gathered from in-depth analysis of 21 universities in the UK & USA. The conclusion offers valuable insights into improving experience-based outdoor space developments.

This overview study set out to compare and synthesise the findings of review studies conducted on predicting student academic performance (SAP) in higher education using educational data mining (EDM) methods, EDM algorithms and EDM tools from 2013 to June 2020. It conducted multiple searches for suitable and relevant peer-reviewed articles on two online search engines, on nine online databases, and on two online academic social networks. It, then, selected 26 eligible articles from 2,050 articles. Some of the findings of this overview study are worth mentioning. First, only 2 studies explicitly stated their precise sample sizes with maths and science as the two most mentioned subject areas. Second, 16 review studies had purposes related to either EDM techniques, EDM methods, EDM models, or EDM algorithms employed to predict SAP and student success in the higher education sector. Third, there are six commonly used typologies of input variables reported by 26 review studies, of which student demographics was the most commonly utilised variable for predicting SAP. Fourth and last, seven common EDM algorithms employed for predicting SAP were identified, of which Decision Tree emerged both as the most used algorithm and as the algorithm with the highest prediction accuracy rate for predicting SAP.

The advance of the medical field in the 21st century has influenced the development of many innovations, including in medical education. PBL (problem-based learning) is one of the pedagogical approaches that has been studying and implementing worldwide to attract medical students’ attention with their learning style and learning environment. China is the most significant “receiver” country of foreign students in Asia, and clinical medicine is one of the most chosen majors for undergraduate. In China, PBL has been implementing in some schools, but mostly with the local students and only a few implementations to the international students. International medical students in China faced a variety of challenges during their studies. In this review paper, we give the solution to adapt to the challenges by focusing on the implementation the integrated organ/system curriculum/syllabus with the PBL method to the school system with the support of the school stakeholders and students’ role.

The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

This paper explores the application of AI-guided instruction combined with Alternate Reality Games (ARG) to enhance learning performance, specifically focusing on students' learning emotions, engagement, and control beliefs. Based on the Retrieval-Augmented Generation (RAG) Large Language Model (LLM) framework, this study aims to address challenges caused by traditional AI-led instruction, such as emotional detachment and learning disengagement. By integrating immersive ARG experiences, the study evaluates the learning outcomes of students with different cognitive styles in an introductory digital learning course. A qualitative grounded theory approach is used, analyzing data from interviews with 65 students to understand their learning experiences. The findings indicate significant improvement in students' engagement, emotional connections, and sense of control over their learning process when ARG elements were incorporated. Implications for the future of digital learning, as well as recommendations for addressing challenges in AI-enhanced education, are discussed.

Case studies (CS) attempt to help students increase critical thinking skills and engagement while working through a real-life scenario in various disciplines, including medicine, law, and business. However, the CS method has not been heavily utilized in biological sciences. The present study investigated the effect of the CS method on undergraduate biology students’ conceptual understanding, academic outcomes, and perspectives. A case study was applied in a one-semester undergraduate biology course, which was compared to ten semesters of standard sections. Participants completed course pre- and post-tests, pre- and post-case tests, and an online survey to assess their conceptual understanding and engagement. The initial lowest quartiles were determined from the individual course pre-test scores, which were lower than class averages. Results suggested that the CS method helped students in learning outcomes, critical thinking, and conceptual understanding toward biology. In post-test learning gains, the CS group did 20% better than the non-CS group, with the largest benefit seen in the initially lowest pre-test quartile of the class. Moreover, post-case learning gains were 55% improved in the case test. Survey results indicated that students had positive attitudes toward CS for their engagement in plant biology content. Overall, the distribution of A grades improved by 2.6-fold from standard to CS groups. We conclude that the use of CS may address course content engagement and have the potential to effectively boost academic performance, especially for the initially lowest quartile in undergraduate plant biological sciences courses.

The study investigated roles of institutional types and ethnic/racial background on academic credit among the traditionally underrepresented population of the U.S. study abroad program. Using archival data, the study sampled the student’s enrollment and academic credit information spanning a period of 20 years (2003 - 2022). Data analysis Using One-Way Analysis of Variance (ANOVA) indicates significant main influence of institutional type (p<.001) and significant main influence of ethnic/racial identity (p<.001) on students’ academic credit. The result was discussed in terms of its relevance in educational policy re-evaluations, improvement of the study conditions of the underrepresented students, and enhancement of the enrollment opportunities of these minority population across all U.S. institutions of learning.

During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching-learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6-8 participants (N=16, the male: female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among the dental students. With the help of the trigger questions, the facilitator and moderators conducted both the FGDs. By analysing the Focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30-45 minutes and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching-learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject like dentistry requires a special training program, online content preparation, and interactive lesson delivery setup which are big challenges for a re-source-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.

Appetitive traits have been associated with eating behaviors and weight in youth. However, the relationships among adults have received less attention. In this study, we measured appetitive traits among 520 female college students from a University in eastern Chinese using the Chinese translated Adults Eating Behavior Questionnaire (C-AEBQ) and found that two food approach traits (food enjoyment and emotional over-eating) were positively while two food avoidance traits (slowness in eating and satiety responsiveness) were negatively associated with BMI. Individual trait was differentially associated with eating behaviors. Specifically, a positive correlation was found between food responsiveness and higher frequency of selecting delivery food, spicy food, and sugared beverage; conversely, satiety responsiveness was associated with higher frequency of skipping meals. Using latent profile analysis, participants were classified into four appetitive patterns: food approacher, food approacher with emotional under-eating, food avoider, and food avoider with emotional over-eating. Food avoiders had significant lower BMI and higher proportion of underweight than other three patterns. Compared to food approacher, food avoiders had higher frequency of skipping breakfast, and food avoiders with emotional over-eating had higher frequency of skipping both breakfast and lunch. No significant differences were observed in food choice and dieting behavior among four appetitive patterns. The findings suggested a correlation between an individual’s appetitive pattern and eating behaviors among female college students, those with food avoidance patterns are more likely to have irregular meals, which may contribute to their low BMI. The findings provide valuable insights for female college students to cultivate a healthy eating behavior and sustain a healthy body weight.

Student mobility is one of the most important indicators to reflect institutional internationalization in a sustainable higher education system. While student mobility issues have been addressed persistently, the phenomenon is rarely discussed in association with higher education expansion. Since higher education sustainable development has received much scholarly attention, monitoring student mobility flows to adjust international strategies is necessary. This study explored practical approaches to detect student mobility flows in the process of higher education expansion. Targeting Taiwan’s higher education system as an example, we addressed the topic of system expansion and the core issues of student mobility. Target series data were collected from 1950 to 2021, including higher education enrollment, gross enrollment ratio (GER), and number of inbound and outbound students. The data were transformed with index formats, for example enrollment increasing ratio (IR) and net flow ratio. The cross-correlation function (CCF) and autoregressive integrated moving average (ARIMA) were used to determine the correlations of the series data and their future trends. The findings suggested that the effect of system expansion, with GER and IR, might influence the mobility ratios significantly in the process of higher education expansion. This study confirmed that the time series approaches work well in detecting the phenomena of higher education expansion and their effects on student mobility flows in the future.

The current study investigated whether a domain-specific intervention targeting maths and executive functions of primary school children with a Roma background would be effective in improving their scholastic performance and executive functioning. In total, 122 students attending Grade 4 of elementary school took part in the project. The study concerned a pretest-intervention-training experimental design with three conditions: the experimental condition, an active and a passive control group. The results suggested that both maths performance and executive functions improved over time, with no significant differences between the three conditions. An additional correlational analysis indicated that pretest performance was not related to posttest performance for the children in the experimental and active control group.

For doctoral students, publishing in peer reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straight-forward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four key themes emerge from these narratives. To publish successfully, academic writers need: 1) to be discourse analysts; 2) to have a critical competence; and 3) to have writing fluency and 4) to be emotionally intelligent.

This research paper investigates the impact of psychological interventions on student performance, specifically within the MIT Integration Bee, a prestigious mathematics competition that challenges students with advanced calculus problems. Conducted across multiple high schools in Texas, the study explores how different motivational techniques, including intrinsic and extrinsic rewards, influence test scores and overall student engagement. The research design includes a comprehensive analysis of motivational strategies, encompassing both baseline and reward-based conditions to assess their effectiveness in enhancing student performance. By examining a diverse sample of high schools from urban and suburban areas, this study aims to provide a holistic understanding of the factors that drive academic achievement in competitive settings. The results have significant implications for educational strategies, particularly in the realm of mathematics education, and highlight the potential for tailored motivational interventions to optimize student engagement and achievement. These findings contribute to the broader discourse on educational psychology, offering insights that could inform the development of more effective teaching practices and policies aimed at fostering a conducive learning environment for students across different educational contexts.

This narrative review critically evaluates the multidimensional impacts of team sports on student wellness through the Wellness Wheel framework, encompassing physical, emotional, intellectual, social, spiritual, occupational, and environmental well-being. Methodologically, the review synthesizes empirical studies, systematic reviews, and meta-analyses from the last 20 years, extracted from databases such as PubMed, PsycINFO, Scopus, Web of Science, and Google Scholar, to construct a comprehensive understanding of how team sports contribute to holistic student development. Our findings highlight team sports as a vital component of educational and wellness programs, significantly enhancing not just physical health but also emotional stability, cognitive performance, social skills, spiritual enrichment, and environmental awareness. The review underscores the necessity of integrating team sports into educational curricula to promote a balanced and comprehensive approach to student well-being. It also identifies existing gaps in literature, particularly the need for further research on enhancing inclusivity and accessibility in team sports, ensuring that all students can benefit from their wide-ranging impacts. This study advocates for strategic initiatives to incorporate team sports in educational settings, emphasizing their essential role in cultivating a well-rounded, healthy, and inclusive student body.

The study aimed to investigate how distributed leadership influences adolescents' social and emotional competence, considering the roles of student-centered instructional practices and teacher self-efficacy. Utilizing survey data from 7,246 Suzhou adolescents enrolled in the SESS program, the study employed multilevel structural equation modeling for analysis. The findings indicated a positive correlation between distributed leadership and adolescents' social and emotional competence, as evaluated by teachers. Moreover, distributed leadership was observed to exert an indirect impact on adolescents' self-assessment and teacher-rated social and emotional competence. This influence operated through several mediators: student-centered instructional practices, teacher self-efficacy, and the sequential mediating pathway of student-centered instructional practices → teacher self-efficacy. This study underscores the significance of supportive elements in fostering students' social and emotional competence. It offers valuable insights into the everyday practices of teachers, principals, and administrators. Additionally, it sheds light on how distributed leadership contributes to enhancing adolescents' overall social and emotional development.

Curriculum teaching is the basic unit to realize the cultivation and achievement of students’ ability in undergraduate colleges, and it is very important to investigate the influence mechanism of the curriculum system on the achievement states of students' ability. This paper first puts forward the theoretical system and framework of curriculum chains, and constructs a “double-energy and double-space” (DEDS) which consist of the curriculum energy efficiency space and student ability space respectively. Investigating the space-time transformation relationship of curriculum chains in the DEDS, the forward transformation model, inverse transformation model and the rheological model of the achievement states in the curriculum energy efficiency space and student ability space are established. Studying the dynamic evolution mechanism of curriculum chains within the DEDS, the dynamic evolution model, which presents the relationship between achievement states of curriculum energy efficiency/students' ability and curriculum/students' dynamic potential, are established; the control methods of courses/students' dynamic potential based on the proposed dynamic evolution model are developed to ensure the achievements of the graduates’ social ability; the evaluation and detection methods of achievement states of curriculum chains in DEDS are proposed to obtain the actual achievement states of curriculum energy efficiency and students’ ability, and this will provide effective input for the control of curriculums/students’ dynamic potential; the planning and design methods of curriculum chains facing social needs are presented, which can provide theoretical basis for the formulation of the talent training scheme and curriculum system in colleges and universities.

The advancement of the pediatric traumatic brain injury (TBI) knowledge base requires biospecimens and data from large samples. This study seeks to describe a novel clinical research modality to establish best practices for enrolling a diverse pediatric TBI population and quantifying key information on enrollment into biobanks. Screening form responses were standardized and cleaned through Google Sheets. Data was used to analyze total individuals at each enrollment stage. R was utilized for final analysis, including chi-square goodness of fit and proportion statistical tests, to determine further significance and relationships. Issues throughout data cleaning shed light on limitations of the consent modality. Results suggest that through a diverse research team, the recruited sample exceeds traditional measures of representation (e.g. sex, race, ethnicity). Sex demographics of the study are representative of the local population. Screening for candidates is critical to the success of the consent modality. The consent modality may be modified to increase diversity of study population and accept bilingual candidates. Researchers must implement best practices, including increasing inclusivity of bilingual populations, utilizing technology, and improving participant follow-up, to improve health disparities for understudied clinical populations.

In an era where digital technologies are integral to daily life, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial. The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory. For that purpose, we surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support with regard to feedback and understanding the interrelationship dimen-sion of systems thinking. Predictive and mediation analyses yielded some interesting results. Those who participated in the ICT-enhanced DTE course showed higher cognitive and social engage-ment, which is correlated with better systems thinking, while their aesthetic engagement was lower. Experiencing a flow state during ICT activities positively influenced systems thinking, par-ticularly in terms of clear goals and autotelic experiences. Flow theory seems to be a solid and ap-propriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges toward the achievement of Sustainable Development Goals.

In the present era, there is no longer a necessity to rely on outdated and laborious methods for attendance management in the field of education. Managing attendance for large groups of students in a classroom can be a challenging and time-consuming task when it comes to recording data. Fortunately, modern technologies offer us the opportunity to streamline attendance management and make it more efficient. One effective approach is Real-Time Face Recognition, which simplifies the process of tracking attendance for numerous students daily. We employ the Haar cascade classifier to identify positive and negative facial attributes, along with the LBPH algorithm for accurate face recognition. These techniques are implemented using Python programming language and the OpenCV library while incorporating a user-friendly Tkinter GUI (Graphical User Interface) for seamless usability. By embracing these advancements, we can revolutionize how attendance is managed in educational environments.

This study investigated the influence of Teacher Availability -TAV (Number of Available Teachers, Teacher Punctuality -TP, Teacher Promptness to Class -TPC) on Student Academic Achievement (SAA) in Public Senior Secondary Schools (PSSS) in Southwestern Nigeria. The descriptive survey research design of correlational type was adopted while the multi-stage sampling procedure was used in the study. A simple random sampling technique was used to select three (Oyo, Ogun, and Ekiti) states out of the six in Southwestern Nigeria, as well as one Senatorial District (SD) from each state. The proportionate-to-size sampling technique was used to select 40% of the Local Government Areas (LGAs) in each SD and 50% (101) of the schools in the sampled LGAs. A class of 3,030 PSSS II was used; 202 Mathematics and English Language teachers and 202 Heads of Department (101 each from Science and Arts) were purposively sampled, while 101 school administrators were enumerated. The instruments were TP ( =0.75); TPC ( =0.82); English Language Achievement Test-ELAT (KR-20=7.47) and Mathematics Achievement Test-MAT (KR-20=7.46). Data were analysed using descriptive statistics. Respondents’ ages were 46.5±5.20 years (teachers) and 17.60±1.60 years (students). There were 59.0% male teachers and 57.0% female students. The SAA (ELAT=45.7% and MAT=38.4%) was low. Also, TAV ( =3.36) was high against the threshold of 2.5, and TAV (ß=0.59, t=7.29) significantly contributed to SAA. Teacher availability influenced the student academic achievement in public senior secondary schools in Southwestern Nigeria. Hence, all the education stakeholders should pay attention to this for improved student academic achievement.

Background: Student-specific stress is pervasive and impairs health and attainment. Experimentally induced self-affirmation can reduce stress, but little is known about the mechanisms underlying this effect, and the role of individual differences. The present study explores the relationship between spontaneous self-affirmation, student-specific stress, and overlapping constructs of positive self-regard during the COVID-19 pandemic. Methods: The study investigated inter-relationships between spontaneous self-affirmation, student-specific perceived stress and potential covariates including self-esteem, self-integrity and habitual positive self-thought. University students (N = 151) aged 18 to 50 responded to an online questionnaire including the Spontaneous Self-Affirmation Measure, College Student Stress Scale, Rosenberg Self-Esteem Scale, Habitual Index of Positive Thinking and Self-Integrity Scale. Results: Unexpectedly, regression analysis revealed that spontaneous self-affirmation was a positive predictor of student-specific stress, seemingly driven by relational affirmations. Self-esteem and habitual self-thought were negative predictors of student-specific stress, whilst self-integrity was not a predictor. Conclusions: Habitual positive self-thought may offer a sustainable solution to student-specific stress, but spontaneous self-affirmation does not. A reduction in defensive responses, elicitation of negative emotions, or use of conditional relationships in relational affirmation

The Coronavirus (COVID-19) pandemic has created big challenges and opportunities in Higher Education (HE). In this situation, several universities worldwide have responded with digital methods and hybrid classes in a short period of time. The aim of this paper is to show how the universities have adapted teaching methods to digital platforms in the academic year 2020–21. This case study is based on the experience of 37 postgraduate communication students in the course Business and Communication from a Communication Programme. The objective of this course was to promote the 17 sustainable development goals (SDGs) in business and following the Principles for Responsible Management Education (PRME) of the United Nations. To do this, the students provided different solutions related to the SDGs and developed a communication strategy to inform and engage the stakeholders in the companies analyzed in a hybrid class. The results show that using this methodology and working in digital platforms, students have learned the importance of SDGs through implementing specific solutions linked to the corporate social responsibility (CSR) strategy. Based on this analysis, they also developed a communication strategy showing how companies can improve society with specific actions through the lens of the SDG perspective.

The COVID-19 pandemic forced the transition to emergency online learning without prior preparation or guidelines. This transition has been particularly challenging in developing countries and low-resource contexts and hindered student engagement. We aim to identify the engagement strategies which students, engaging in emergency online learning in low-resource contexts, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. First, we conducted a literature review and interviewed ten teachers and ten students to identify a list of engagement strategies. Then, we designed a questionnaire that examines student perceptions of these strategies. We administered the questionnaire to 313 students engaging in emergency online learning in low-resource contexts. Our analysis results showed that student-content engagement strategies, e.g. screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student-teacher strategies, e.g. Q&A sessions and reminders. Student-student strategies, e.g. group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies depends on the context and the students’ characteristics, e.g. gender, major, and technology access. To support instructors, instructional designers, and researchers we propose a ten-level guide for engaging students during emergency online classes in low-resource contexts.

The paper presents the most comprehensive and large-scale study to date on how students perceive the impacts of the COVID-19 crisis on various aspects of their lives on a global level. With a sample of 30,383 students from 62 countries, the study reveals that amid the worldwide lockdown and transition to online learning students were most satisfied with the support provided by teaching staff and their universities’ public relations. Still, deficient computer skills and the perception of a higher workload prevented them from perceiving their own improved performance in the new teaching environment. Students were mainly concerned about issues to do with their future professional career and studies, and experienced boredom, anxiety and frustration. The pandemic has led to the adoption of particular hygienic behaviours (e.g. wearing masks, washing hands) and discouraged certain daily practices (e.g. leaving home, shaking hands). Students were also more satisfied with the role played by hospitals and universities during the epidemic compared to the government and banks. The findings also show that students with selected socio-demographic characteristics (male, part-time, first level, applied sciences, lower living standard, from Africa or Asia) were generally more strongly affected by the pandemic since they were significantly less satisfied with their academic work/life. Key factors influencing students' satisfaction with the role of their university are also identified. Policymakers and higher education institutions around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.

While referral-level medicine is important in the veterinary curriculum, students also need a solid base knowledge of clinically relevant routine surgery and diagnostic skills. Veterinary hospitals must maintain a steady caseload that provides wellness cases and commonly encountered conditions. Shelter Medicine programs can create the opportunities to meet these challenges. Students can gain quantifiable surgical experience in spay/neuter with measured growth in surgical efficiency and competency while providing needed community service for animal shelters. Students can directly interact with shelter animals by performing examinations, diagnostic testing, and development of treatment protocols and recommendations for commonly encountered problems. Furthermore, students can obtain a working knowledge of biosecurity on a population level to minimize risk of infectious diseases spreading to healthy populations.

. Identifying students who might have difficulty in their course of studies ahead of time is crucial. There can be many reasons for performance issues, such as personality, family, social, and/or economic. We advocate that educational systems should use machine learning to predict students’ performance based on performance factors. This would allow educational professionals and institutions to put in place a preventive plan to help students towards achievements of their educational goals and success. In this chapter, we propose a student performance prediction method and evaluate its performance. We provide a taxonomy of performance factors that help to gauge students performance from different perspectives and give insights on the categories and features that have more significant impact on students’ performance. The results of this work can be used by education institutions to put in place a student-centric approach to tackle performance issues before they create long-term effects on student’s life. In addition, it will help education policymakers to introduce a tailored approach for the population in specific areas.