This paper exposes the initial part of a research consisting in a need analysis carried out by the Romanian partner in the Erasmus+ "Media Education for Aware Adults" project, regarding digital competences and media education of adult educators or trainers. After a short introduction on the subject, in the paper are presented the main findings of the desk research, and two focus group sessions, first one for identifying the necessary digital competences of adult educators, and second one for identifying the elements that educators need in order to adequately support adults in their learning process, especially in relation to the digital environment. The results of the initial research will lead to the development of the main intellectual outputs, namely the digital competences framework, handbook, online platform and training material on digital and media education. In their development will be taken into account, on the one hand, the needs identified in the initial research, and, on the other hand, the need for a sustainable approach to all activities, resources and outputs produced, as well as education itself, this goal being assumed through the project.

Sexual education is a part of the teaching-learning process that addresses cognitive, psychological, physical and social aspects of sexuality. The purpose of sexual education is to provide people with knowledge, abilities, attitudes and values that will help them to have good sexual health, well-being and dignity. The objective of this study was to explore the experiences and opinions of primary school teachers regarding Sexual Education in school. A descriptive qualitative study was designed based on content analysis. Twelve open-ended interviews with primary school teachers were carried out, followed by inductive data analysis using ATLAS.ti software. Two key themes emerged from the analysis: ‘In search of a comprehensive approach to Sexual Education’ and ‘Barriers to Sexual Education in schools: From the lack of training to fear of the families’. We conclude that despite the efforts to implement a comprehensive approach to Sexual Education that recognises sexuality as a right, primary school teachers face difficulties in delivering Sexual Education in schools due to a lack of training and the fear that parents will reject their children being spoken to about sexuality.

This article addresses a challenge modeling novices face in model conceptualization: the recognition of behavior modes. Despite behavior modes being at the heart of system dynamics modeling, there is no unifying taxonomy for them, making them harder to learn for beginners. The article proposes criteria a taxonomy should satisfy, critically reviews previous taxonomies in the literature, and then introduces a new consistent taxonomy based on slope and curvature with mode names that refer only to visual cues and free of references to prior mathematical or domain-specific knowledge. Evidence from an exploratory experiment suggests that novices actually have difficulties classifying curves when using previous taxonomies. Links from these elementary modes to analogous terms in other taxonomies in diverse disciplines allow this taxonomy to be related to other ones. The article concludes by mentioning relevant limitations and future steps.

Misinformation research has grown to become a critical topic in all disciplines. Since the expanding of online media, misinformation has been spreading rapidly across the globe through social media and other information systems. Paralleling the rise of academic interest in misinformation, is the emergence of online education scholarship. Interest in the online educational implications of misinformation and its impact attracts an increase in scholarship on misinformation. This article presents the results of a review of 1172 publications with “Misinformation” across disciplines and a subset of 174 misinformation literature in online education that were published between 2009 and 2021. This review answers three questions: (1) What is the overall distribution of publication activity with "misinformation" publications? (2) What methodologies have scholars used to investigate misinformation involving online education? (3) What have scholars reported about the results of studies involving misinformation in online education? The review reveals that various methodologies were used in literature focusing on misinformation online education with leading numbers of content analysis and quantitative studies. This systematic review is particularly relevant to those online educators in various disciplines who are interested in learning what scholars from their own academic disciplines are writing about misinformation.

In graduate programs such as social work, field education is the signature pedagogy of education. As such, student placement with an appropriate field education agency is critical to ensure academic success and career readiness. A variety of Learning Management System (LMS) and Integrated Planning and Advising Service (IPAS) technologies have been developed to fully integrate technology into the educational system and streamline and improve the learning experience for students, educators, and administrators. Few (if any) of the existing solutions have capabilities to match students with field educators on the basis of an individual student’s completed coursework and area of specialization, as well as field educator needs and opportunities. This paper describes our experience developing a custom LMS/IPAS system—the School of Social Work information System (SSWiS)—that was designed specifically for student learning, faculty advising, and academic administration within our social work graduate program. We present the challenges that motivated the design of the SSWiS before describing the architecture and functionality of our solution. We then discuss our preliminary evaluation results. We conclude with a discussion of the benefits and limitations of our system in the context of today’s technical needs in graduate education in social work and other fields.

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this subject in the field of lifelong and adult education. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: a questionnaire that showed teachers' perceptions of students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational conditioning factors influences the psychosocial and socio-educational development of students in every possible way, while on the other hand, it indicates the importance of positive education to compensate for this phenomenology by improving the development and growth of those who study and participate in non-formal education. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense

Digital Educational Recourses (DER) have undergone a rapid evolution and integration into the educational contexts. Teachers play a fundamental role in incorporating technology into their classrooms, so it is important to identify the value that teachers on DER and reflect on the implications for their practice. Through the qualitative methodology the necessary data is obtained with open-response inter-views with teachers. This dataset was analysed and categorised using AQUAD. The results suggest that teachers acknowledge the importance of integrating digital re-sources into their classrooms, although there was no consensus regarding the appropriate level at which to do so. Further the inter-views revealed that younger teachers tend to use more self-elaborated or selected resources. Teachers noted the benefits of using technology, especially in regard to maintaining student motivation, how-ever they also highlighted a number of extrinsic challenges and limitations. The results indicate there is a relationship between teachers’ perceptions and their practice, although this could be improved.

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.

The aims of the study to analyze the influence of knowledge, attitude, education and gender of the head of the family for household preparedness against flood from Bengawan Solo River in Kedungdowo Village, Balen District of Bojonegoro Regency. The method used in this study is survey method. This study is explanatory observational research. Population studied is 85 head of families from Kedungdowo Village, Balen District, Bojonegoro Regency. The sampling method for collecting the data from the families is stratified random sampling. Data analysis methods used in this study are descriptive statistical analysis and logistic regression analysis with a 95% confidence level to identify the level of preparedness and the relationship between factors that affect preparedness. The findings shows that knowledge, attitude, education and gender significantly influence household preparedness against Bengawan Solo flood. Attitude is the most dominant variable that influenced household preparedness

This research is part of the Doctoral thesis "Perceptions of university professors on Health Promotion and Sustainability: a research proposal based on Health Promoting Universities (HPU) / World Health Organization (WHO) ", University Fernando Pessoa (UFP) / Porto - Portugal, authored by Ivaní Nadir Carlotto: (1) Background: Universities are essential institutions for health promotion (HP). Bioethics, as a transversal discipline, seeks to analyse and systematise these values in an ethical way, strengthening the synergy between health and HP. Ecological models are a possibility to develop health actions in a holistic, sustainable and salutogenic way, stimulating positive aspects related to ethics, well-being and quality of life; (2) Methods: Exploratory-descriptive methodology and quantitative-qualitative approach. Sample: Teachers from 9 higher education institutions (HEI), random sample, probabilistic for convenience, CI = 95%, n = 1400 persons; (3) Results: Production of 6 main components through Factorial Analysis categorized and interpreted by Qualitative Content Analysis and MAXQDA® software; (4) Conclusions: Universities function as research and learning venues to strengthen HP's activities. Bioethics and HP aim to build qualified actions in health, to defend and promoting well-being, quality of life, equity, inclusion, sustainability and social justice, with the proper conceptual clarity that distinguishes it.

Our paper examines the place of Pan-Africanism as an educational, political, and cultural movement which had a lasting impact on the on the relationship between liberation and people of African descent, in the continent of Africa and the Diaspora. We also show its evolution, beginning with formerly enslaved Africans in the Americas, to the colonial borders of the 1884 Berlin Conference, and conclude with the independence movements in Africa. For formerly enslaved Africans, Pan-Africanism was an idea that helped them see their commonalities as victims of racism. That is, they realized that they were enslaved because they came from the same continent and shared the same racial heritage. They associated the continent of Africa with freedom. The partitioning of Africa at the Berlin Conference (colonialism) created pseudo-nation states out of what was initially seen as an undivided continent. Pan-Africanism provided an ideology for rallying Africans at home and abroad against colonialism, and the creation of colonial nation-states did not erase the idea of a united Africa. As different African nations gained political independence, they took it upon themselves to support those countries fighting for their independence. The belief, then, was that as long as one African nation was not free, the continent could not be viewed as free. The existence of nation-states did not imply the negation of Pan-Africanism. The political ideas we examine include those of Marcus Garvey, W.E.B. Du Bois, Kwame Nkrumah, and Thabo Mbeki.

In this study, we analyze the perspectives of Early Childhood Educators, working in various teaching sectors, on Inclusion in Preschool Education, following the publication of Decree-Law No. 54/2018, of July 6th, at a time when Learning and Inclusion Support Measures are being extended to all children, and when the SARS-CoV-19 (COVID-19) pandemic prevails in Portugal and worldwide. Based on a mixed-methodological approach and the application of a questionnaire survey to 250 Early Childhood Educators, we reflect on the implementation of the legal framework, the involvement of the Multidisciplinary Learning and Inclusion Support Team (EMAEI), teacher training, pedagogical/collaborative work, and support mobilized for Preschool Education children. The results obtained indicate quality and effectiveness in the pedagogical plan and collaborative work between teachers and specialist technicians, although higher education in the field of Inclusive Education does not seem to provide professionals with the necessary and in-depth knowledge on the subject. They also indicate that, alongside dissatisfaction with the insufficient support provided to Preschool Education children, the relevant Diploma is not fully applied, with doubts still remaining about its application.

On the 30^thanniversary of the Karolinska Institutet Summer Research School for High School students an evaluation was carried out of the school’s activities. The evaluation was performed by questionnaire sent to 533 former students and also by searching the KI course registration database for all former students who went on to register in under- or postgraduate education at KI. Approximately half of all former Summer School students performed their undergraduate studies at KI, predominantly in the medical program. Those were far more likely to choose a research-oriented education than their peers. KI Medical students who previously attended the Summer School were also more likely to later register for PhD education than their peers who did not attend the summer school.

This research is aimed at the knowledge of the effectiveness of the material resources in the sensa-tions of exploratory procedures in 365 older people who take part in the physical activity that the Sport Municipal Institute (SMI) offers in the different sports centers assigned to it in the city of Se-ville, using a descriptive design and with a questionnaire developed and validated previously by the Delphi method; showing the relationship between the basic emotions that seniors experience when handling sport, and the materials. So it is claimed that exist a relation between older people, which practice exercise with the materials that they use on it.

Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics, leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. Fifty percent of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with little analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

Many physiotherapy treatments begin with a diagnosis process. The patient describes symptoms, upon which the physiotherapist decides which tests to perform until a final diagnosis is reached. The relationships between the anatomical components are too complex to keep in mind and the possible actions are abundant. A trainee physiotherapist with little experience naively applies multiple tests to reach the root cause of the symptoms, which is a highly inefficient process. This work proposes to assist students in this challenge by presenting three main contributions: (1) A compilation of the neuromuscular system as components of a system in a Model-Based Diagnosis problem; (2) The PhysIt is an AI-based tool that enables an interactive visualization and diagnosis to assist trainee physiotherapists; and (3) An empirical evaluation that comprehends performance analysis and a user study. The performance analysis is based on evaluation of simulated cases and common scenarios taken from anatomy exams. The user study evaluates the efficacy of the system to assist students in the beginning of the clinical studies. The results show that our system significantly decreases the number of candidate diagnoses, without discarding the correct diagnosis, and that students in their clinical studies find PhysIt helpful in the diagnosis process.

In an increasingly changing world, critical thinking is one of the key skills that ensure organisations' competitive advantage. Thus, in higher education institutions there is an accelerating emphasis on developing critical thinking (CT) among students. This paper presents the results of three experimental courses (Pedagogy and didactics of financial accounting, Virtual Learning Environments in Economics, Business Communication), using a blended learning method, aimed at improving students' CT skills. The three courses were delivered by both higher education teachers and trainers from the labour market. After analysing the data from the three experimental courses, it will be possible to assess whether the intervention of labour market trainers contributed to the improvement of students' critical thinking skills, and, in particularly at the level of which components improvements have been identified.

The use of Artificial Intelligence (AI) applications in a growing number of domains in the latest years has put into focus Ethical Legal and Societal Aspects (ELSA) of these technologies and the relevant challenges they pose. In this paper, we propose an ELSA Curriculum for Data Scientists aiming to raise awareness about ELSA challenges in their work, provide them with a common language with the relevant domain experts to cooperate to find appropriate solutions, and finally, incorporate ELSA in the data science workflow and not be seen as an impediment or a superfluous artifact, rather than an integral part of the Data Science Project Lifecycle. The proposed curriculum uses the CRISP-DM model as a backbone to define a vertical partition, expressed in modules corresponding to the CRISP-DM phases. The horizontal partition includes knowledge units belonging to three strands that run through the phases, namely Ethical and Societal, Legal, and Technical Rendering Knowledge Units (KUs). In addition to the detailed description of the aforementioned KUs, we also discuss the implementation, issues such as duration, form, and evaluation of participants, as well as the variance of the knowledge level and needs of the target audience.

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.

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.

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

The Circular Economy is matter of recent discussions and quite popular, however the meaning has not been understood by most Business stakeholders. This Case study proposes to illustrate the Circular Economy importance and its status now. The contribution that UAE education sector can make to the Circular Economy is immense and is the focus of this study. Circular Economy awareness and its inner meaning can be only spread by the education sector and the author emphasizes the role of the education can play in implementing the Circular Economy. The study shows the way for the future Managers and Business stakeholders to participate in this crucial endeavor of Businesses to follow the Circular Economy. The ADKAR change management can be adopted to inspire the CE initiatives of the UAE Education sector.

This research paper aimed to explore the impact of childhood and adolescent experiences on the leadership development of Emirati women in the United Arab Emirates (UAE). Using a qualitative research methodology, the study utilized in-depth narrative semi-structured interviews, document analysis, and diary writing to understand the complex issue of leadership development. Findings indicate that childhood and adolescent experiences, including family upbringing, education, culture, and societal expectations, have significant impacts on the leadership development of Emirati women. Specifically, family upbringing and cultural values shape Emirati women's leadership aspirations and behaviors, while education and societal expectations provide opportunities and barriers for women's leadership development. The implications of these findings for policymakers and practitioners seeking to promote women's leadership development in the UAE are discussed.

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

The way in which the human being learns certain complex contents has always been a focus of interest and a challenge for researchers. Given the fact that children's cognitive abilities do not fully develop until a certain age, this topic is particularly important in the young children's learning scope as they do not correctly and easily learn some content of abstract nature, such as contents in math class. This work presents the results of the use of an application called "Mathematics Learning System with Augmented Reality based on Kinect" (SAM-RAK by its acronym in Spanish), which was designed to cover basic topics of mathematics in the Basic General Education level (EGB by its acronym in Span-ish) in Ecuador. The research was carried out under an experimental quantitative approach with 30 children (18 girls and 12 boys), who study in third grade of EGB level, from 2 different educational in-stitutions in Riobamba city. In order to obtain the results that evaluate the developed application, a pre-test and a post-test were applied, which were contrasted with the student’s t-test for paired samples. The statistical evidence suggests that the proposed computer system had a positive effect on children's performance, when it was used as a support tool in the classroom. The system was more effective in low performance children compared to those of high performance. It was also proved that children were motivated and showed positive attitudes when using the proposed System.

The emotional dimension in education has become increasingly important in recent decades. Enhancing the emotional dimension of prospective teachers in science subjects is higher education stuff responsibility. The implementation of active methodologies could modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. The principal aim of this work is to describe a Project Based Learning methodology and to introduce it as potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in a scientific subject. This is a qualitative study with a transversal sustainability approach in the context of a research line focused on Higher Education for Sustainable Development. A questionnaire was designed and filled by the students at two different times, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic by the fact that they were working with rockets, despite of this is not a common emotion in the science field. The results show the emotional improvement of prospective teachers after the implementation. It is concluded that a correct science education is necessary during the training of teachers taking into account their emotional dimension and the social repercussion due to the future transmission.

The higher education act of 2013 with its amendment act of 2021 was enacted to guide and regulate the provision of higher education in Zambia. This conceptual paper sought to assess the impact of this act in the higher education sector. It was qualitative in design and data was collected using content analysis. In this regard, literature regarding the Zambia higher education act and higher education provisions were scrutinised. The findings show that the higher education act has resulted in the creation of the higher education authority (HEA) which has brought sanity to the higher education sector by compelling all higher education institutions to be registering themselves and programmes with HEA. Further, the HEA has developed a policy for the promotion of academic staff in the higher education sector. However, the higher education act (the amended act of 2021) has negatively impacted the higher education sector. The amended act outlawed the spirit of accountability in the running of universities by removing stakeholders such as unions from sitting on the university council. Further, the act has reduced the number of councillors to sit on the council to run public universities from 16 to 8, thereby limiting the diversity of membership to the council. Furthermore, the higher education act has opened higher education institutions' affiliations to even private universities with little or no capacity, thereby further compromising the quality of higher. The Act has also increased the cost of running universities by introducing additional administrative structures in universities. Based on the above findings, the paper recommends that the Act be amended to remove the retrogressive clauses highlighted in this paper.

Preparation of students for adult life also includes the area of health care. Health education is part of the core curriculum of Polish schools. The leading role of the health educator is assumed by the physical education teacher, but many other educational tasks are carried out by all school staff. The present study attempts to answer the question: How is health education implemented at school? The research project was carried out among students of various colleges in the city of Szczecin in Poland. At the same time, similar studies were conducted among students from other university in other cities. The research method was a diagnostic survey, with the main assessment tool being the ‘Questionnaire for Assessment of Implementation of Physical Education at Secondary School’ by Krystyna Górna-Łukasik from the Jerzy Kukuczka Academy of Physical Education in Katowice. On the basis of the study results, an attempt was made to determine the forms and methods of work and the involvement of various types of teachers in health education. The statistical analysis sought correlations between the students' opinions about the ways in which the curriculum content was implemented, university majors, and PE teachers’ sex.

Determination of the parameters of the movement of surrounding objects, and in particular their speed, is one of the basic skills of a human being. The study of development of basic concepts of motion has been done for years with different methods and in different contexts. We have analyzed the effect of the physical/scientific image of the world introduced to children by school education and its long- and short-term cognitive consequences. Our studies showed that children differentiate the concept of speed into two more specific concepts: average speed and instantaneous velocity. In the present work we present how the gender context is superimposed on this general picture. We found that initial, genuine pre-school concept of speed of girls and boys is, on average, different. Our analysis shows also that this gender effect vanishes quickly together with the appearance of physical definitions of kinematical quantities in physics/science curricula. We discuss also methodological aspect of the statistical ‘gender gap’ measure and we calculated the gender effect chance probability, p-value, to be slightly less than 0.001. The importance of observed effect for the sustainable science teaching processes is discussed.

The purpose of this study is to explore the intensity of emotions and social skills in a physical education teaching unit (PE). Two instruments of analysis are used: the GES (Games and Emotion Scale) to evaluate emotions and an ad-hoc questionnaire to measure the social skills of 21 students in the sixth year of primary education. The data analysis was carried out using a generalised estimating equation model (GEE), taking into account the correlation between the different scores of the same subject and the asymmetry of the data. The results show positive emotions to be significantly more intense than negative ones and ambiguous emotions are revealed throughout all the PE sessions.

The emerging concept of planetary health needs to be discussed in a more organized and sustainable way within the global public health and healthcare disciplines. Therefore, planetary health should be considered a cardinal component of the global academic framework for healthcare professionals. The availability of related curricula and courses is crucial to equip health professionals in this relatively new discipline of planetary health. In this review article, we aimed to explore published articles and online databases of courses to summarize the available planetary health education opportunities and discussions for health professionals, to identify the gaps in resource allocation and to suggest future recommendations. We observed a visible re-source inequity in global south with the lack of a universal planetary health module for healthcare professionals. Additionally, there is minimal inclusion of allied health disciplines in this learning process. We, therefore, recommend a dedicated network of motivated healthcare professionals and regional hubs with an agenda to ensure a comprehensive, uniform, and inclusive planetary health education curriculum and practice.

The objective of this research-action, teaching and extension project was to support the beginning teacher, who graduated from the Pedagogy courses at UFF-INFES and UFRRJ/IE, raising the difficulties and solutions of this teacher's pedagogical practice, as well as implementing and analyzing strategies of professional induction of the newly graduated professor by the proposed pilot course with a focus on promoting dialogue between university and school. This project was aimed at graduates of Pedagogy courses who started as teachers in the early years of elementary school and early childhood education (with less than 5 years as a teacher). These teachers participated in two pilot courses (one in 2021 and the other in 2022) to help recent graduates in their professional induction through innovative actions that help them to take a leading role in their practices. For this, we seek to investigate: the impact of this program on their professional induction through narrative interviews, accompany them in this process and analyze the difficulties and solutions they found in their pedagogical practice as a result of the help that the project offered them; the role of mentors (teachers running the school) and the University at the beginning of their professional activities. Finally, we concluded that this course worked as a support for beginning teachers, allowing for greater reflection and better professional performance, as well as a way to reduce the shock of reality, demotivation and teacher abandonment.

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

A roadmap is proposed that defines a systematic approach for craft preservation and its evaluation. The proposed roadmap aims at deepening craft understanding, so blueprints of appropriate tools that support craft documentation, education, and training can be designed while achieving preservation through the stimulation and diversification of practitioner income. A roadmap is required because understanding making activities that include “care, judgement, and dexterity” [1] call for interdisciplinary contributions from Anthropology, Cognitive Science, Art History, as well as Physical and Computational Sciences, to cover the multifaceted expression of crafts as living and developing heritage, as a source of income, and as the expression of the mind through “imagery, technology, and sedimented knowledge” [2]. In addition to this roadmap, an evaluation strategy is proposed to validate the efficacy of the developed results and provide a benchmark for the efficacy of craft preservation approaches. The proposed contribution aims at the catalysation of craft education and training with digital aids, widening access and engagement to crafts, economising learning, increasing exercisability, and relaxing remoteness constraints in craft learning.

The research question in this article concerns how a competitive environment affects the learner (officer cadet's) personal leadership development and their relationship to their team and with future civilian foundations. More specifically, what are the possible learning effects of the “hidden” curriculum? This article investigates how a more than 250 years of leadership education provides new army officers with new skills and how such an environment may affect the cadets' leadership training. The paper builds on ethnographic data gathered during the three-year education program in most of the relevant practical locations and contexts. Findings regarding trust in their learning environment, cadets have reported scores of (Mean 2.83) on a 1 (low trust) to 5 (high trust) Likert scale, underpinning interviewdata regarding the lack trust in the academy and in their fellow cadets. Cadets also point out that competition has hindered their learning (Mean 2.50). These findings are interpreted in relation to possible negative effects stemming from internal competition and the evaluation system as a whole. The overall output of this system is a zero–sum game, and thus effects evaluative practices and learning processes. This study is of relevance to higher education officers responsible for designing learning environments.

The construction of earth buildings, both throughout history and in the current day, is well-established worldwide. Despite New Zealand's pre- and post-colonial history of earth construction, earth buildings as residential homes have not been well-received or popularised throughout present-day New Zealand. This research aims to identify the reasons for this lack of awareness and to determine methods that promote earth buildings in New Zealand. This research is based on data collected from semi-structured interviews conducted with subject matter experts and via an online questionnaire completed by members of the Earth Building Association New Zealand (EBANZ). The data collected revealed the experiences and perceptions of all participants regarding the advantages, challenges and promotion of earth buildings specific to New Zealand. Upon analysing these responses, key reoccurring themes were identified and compared. Regarding New Zealand's lack of awareness of earth buildings, interview and questionnaire participants responded that this shortcoming was due to earth construction being a very niche market and lacking commercial marketing. Education was the most frequently reoccurring theme raised by all participants as the top promotional tool for raising awareness of earth buildings. The results of this research can be applied to future work regarding obstacles that limit the growth of New Zealand's earth building industry, as well as research on the role of New Zealand's education system in exposing the next generation of builders, designers, and consumers to earth construction.

Pharmacists must acquire the necessary knowledge to provide better drug therapy to patients. In other words, educational programs need to facilitate behavioral changes among pharmacists. Therefore, this study aimed to evaluate how the behavior of pharmacists changed after attending a palliative care educational program. We conducted a web-based questionnaire survey examining the behavior of pharmacists regarding palliative care before participating in the program, two months after participating in the program, and eight months after participating in the program, to determine the behavior and changes over time. For all questions, scores were higher at two and eight months after attending the program than before attending the program (P <0.05). In addition, no significant difference was observed between two and eight months after attending the program for all questions (P =0.504-1.000). The knowledge gained from the educational program was used to repeatedly intervene with patients with cancer, to address the various symptoms they experienced and maintain their behavior. The proven effectiveness of this program serves as a stepping stone for a nationwide rollout across Japan’s 47 prefectures.

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

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

Policies are adopted and implemented to achieve specific goals. In this regard, the Government of Zambia in 2019 adopted the higher education policy with many objectives which include, the expansion of access to higher education; reduction of gender and other forms of inequity in accessing higher education; the improvement of quality of higher education by increasing funding to higher education institutions, construction, and repair of infrastructure in higher and improvement in the provision of learning materials in higher education institutions (HEIs).This paper, therefore, sought to evaluate the higher education policy of 2019. The four criteria were used namely; effectiveness, equity, policy sustainability, and consistency. Other principles such as political and social acceptability of a policy were not used because the policy is already adopted and being implemented. Further, the principle of efficiency was not used because it would have been problematic to gauge the expenditure against the outcomes.The findings have revealed that the policy to some extent has been effective; some of the objectives such as increased access to higher education and reduction of inequality have been partially achieved. It has been established that the number of students pursuing higher education has been increased to 114,049 in 2020 from 91,969 in 2017. Further, in 2021, 48.5% of scholarships in public universities were awarded to female students while 51.5% were awarded to female students. Further, more students are encouraged to pursue science, technology, engineering, and mathematics (STEM); and more women are pursuing studies in STEM-related fields. However, the policy has not helped to achieve the quality of higher education as funding in public HEIs has not improved. Further, infrastructure remains very poor and inadequate; and access to update and relevant learning materials also remains a challenge in HEIs. However, the policy seems to be duplicated by the recent re-launched Technical Education Vocation Entrepreneurship Training (TEVET) national policy.Given the above findings, it has been recommended that the government among other things improve funding and build infrastructure in public HEIs. There is also a need to harmonise the TEVET national policy with the higher education policy.

The commercial popularity of Virtual Reality attracted educators’ interest and brought new opportunities to the educational landscape. At the same time, Learning Analytics emerged with the promise to revolutionise the traditional practices by introducing ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms as they offer direct access to learners’ activities with minimal effort. On the antipode, the nature of VR limits the opportunities for such data collection. Hence, in the context of this work, we present a four-dimensional theoretical framework, that accounts the information that can be gathered from VR-supported instruction, and propose a set of structural elements which can be utilised for the development of a Learning Analytics prototype system. The outcomes of this work are expected to support practitioners to maximise the potential of their interventions and provide inspiration for new ones.

The complex adaptive systems (CAS) research study investigates into the theoretical link of a sustained economic growth as a critical pathway to lift people out of poverty and improve their quality of life. The results show a left-skewed global behavior of an economy-driven human development of 189 countries with 20% or 27 countries obtaining low human development; 80% or 162 countries obtaining medium to very high human development of which 21.16% or 39 countries with medium HDI, 53 or 28.04% or 53 countries with high HDI, and 31.22% or 59 countries with very high HDI. Using the Log (GDP) for visual transformation, closer investigation into the scatterplot diagram reveals that there are also bimodal patterns where countries in the high amplitude and low amplitude groups obtained different human development outcomes despite less or more on economic growth variances mirror on the government policy priorities resulting in four differentiating conditions. Very few countries experience virtuous cycles where both growth and human development are successful; few countries with vicious cycles where both are weak; and many countries with lopsided conditions where the economy is strong but human development is weak, or conversely ones where human development is strong but the economy is weak. The global pattern of economy and human development illustrated by an upward sinusoid or sine wave refutes the conventional linear approach. Uniquely and most importantly, the sinusoidal wave illustrates a decreasing amplitude and decreasing periods as countries manifest apparently complex behaviors that emerge as a result of often nonlinear spatio-temporal interactions among a large number of component systems at different levels of organizations and governments leading to an emergence of a behavior characterizing of a complex adaptive system.

Numerous scientific fields employ entropy, the Shannonian measure of disorder and inaccessible information. Current paper examines educational uses of entropy. The major objectives of this survey are to create a coherent perspective of the applicability of classical entropies and to provide a concise detailed explanation that blends technical pertinence with conceptual extraction from the most recent literature. What's more intriguing are the closing thoughts mixed with a few unsolved issues and the creation of a future work schedule in these areas.

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

This article propose a didactic, through games, tool based on information and communication technologies, in order to eliminate possible communication barriers and to promote the inclusion of students with hearing impairment in Physical Education classes. To this end, a dossier of traditional games has been developed. These are structured in turn into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts.

This study investigated changes in the average BMI of 5th and 6th grade elementary school students in Korea and provided foundational data to suggest the role of physical education for student health and set future directions. The 2019–2021 Physical Activity Promotion System (PAPS) of the Korean Ministry of Education was used. Data corresponding to 5th and 6th grade students (124,693 from 2019, 126,226 from 2020, and 117,809 from 2021) in 1,208 elementary schools in Korea were collected. The BMI was obtained by dividing weight by the square of height (㎏/m2). Repeated measures ANOVA was conducted for data analysis, and confidence intervals were modified through the Bonferroni correction for multiple comparisons. The Greenhouse-Geisser correction was used for effects test. The study findings are: First, the average BMI of 5th and 6th grade elementary school students in Korea increased significantly in 2021 compared to 2019 and 2020. Second, changes in the yearly average BMI showed a significant difference depending on gender and grade. Obesity among 5th and 6th grade elementary school students in Korea increased steadily in 2019–2021, which may be due to a decrease in students’ physical activity. Male students showed a steeper increase, regardless of grade.

In the context of inclusive education, digitalization in higher education is designed to promote the ideals of cultural diversity, social inclusivity, and sustainable development through technological means. This study explores the strategies and practices of digitalization in achieving inclusive education goals in higher education, aiming to provide theoretical and empirical foundations for education policymakers, teachers, and technology developers. This study adopts a mixed-methods research design, combining quantitative and qualitative data analysis to assess the current state of digitalization in higher education from various perspectives, particularly its effectiveness in advancing educational inclusivity. Through surveys, in-depth interviews, and case studies, data were collected from teachers, students, and administrative personnel to reveal opportunities and challenges in digital education resources and practices. The results show that while digitalization has improved the accessibility of educational resources, facilitated information sharing and cultural exchange, there are still numerous challenges, such as unequal technology access, insufficient cultural sensitivity in content, and issues related to the depth and quality of online interactions. Furthermore, the study identifies key factors supporting inclusive education, including cross-cultural curriculum design, teacher professional development, and students' critical use of digital tools. Finally, the paper presents a series of strategic recommendations, including the development of multicultural education platforms, strengthening teacher training, and building an inclusive digital environment. These recommendations aim to promote a more coordinated and inclusive higher education digital ecosystem that emphasizes not only technological innovation but also humanistic care and social responsibility. Through these measures, digitalization in higher education can better serve individual growth and comprehensive societal development.

The following are three successful case studies that affected humanity during the COVID-19 pandemic. The key to their success was their swift adaptability to the new confinement regulations and the unyielding determination of those carrying out their plans. Various extraordinary and prompt efforts were required to make the essential logistical preparations and practice for distance learning a reality. The research activities were also reorganized so the thesis students might carry out a few simple experiments at home under the strict supervision of their advisers and supervisors. The findings revealed that the students who participated in these projects applied all the abilities they had gained before the epidemic. In addition, they included crucial knowledge about the project, problem-based, and research-based learning. Furthermore, because they were the primary implementers of the trials, they learned by planning and performing experiments. The culmination of these efforts was displayed in three scientific publications that were published in index journals with a high level of impact. This latter factor is essential for the prestige and visibility of the university, in addition to the acquisition of financing and grants for scientific research.

Just when Catholic school Religious Education (RE) needs to be more outwardly focused on the contemporary search for meaning, its discourse has ‘drifted’ almost so exclusively into ecclesiastical terminology that its value as a spiritual/moral subject is being eroded –creating an ever widening discontinuity with classroom realities and young people’s spirituality. Religious educators’ perceptions of this problem, labelled as ‘ecclesiastical drift’, were investigated. While ecclesiastical terms were respected, issues related to their excessive usage were identified. By contrast, the unanimous, positive endorsement of educational terms raises the question why such language is largely missing from many Catholic accounts of RE.

IntroductionDiversity is known to be important but diversity of staff working in dental schools in the UK and Ireland is low in comparison with the dental profession and the overall population. AimsTo provide a detailed snapshot of the diversity of dental academic staff in 2021 including staff working in academic and clinical roles.MethodsAn online survey was circulated to dental schools by Dental Schools Council. Questions included dates of graduation and key career milestones, demographics and indicators of esteem. Free text questions were also included.ResultsThere was a high degree of variability in dental academic careers which made direct comparisons difficult. Neither gender nor race appeared to be associated with a faster career progression. Females and those of racialised minority were less represented at the most senior grades. For those who had completed specialty training, racialised minority staff were far less likely to be working at consultant grade than their White equivalents.ConclusionThere are differences in career progression between staff in dental schools. The high amount of individual variability makes these difficult to quantify except at the most senior positions. Qualitative information is needed to contextualise the results and provide additional information.

Background: During anatomy (topographic) chair, we prepared an anatomic piece of an older female pelvis (unknown causa mortis). Here, we present an anatomic piece prepared by medical students that helped us to better understand hypertrophic bladder pathophysiology. Methods: A traditional corpse dissection guided by an assistant professor. Results: Corpse dissection enhanced our personal experience during the medical course. It also helped us to better visualize how big a hypertrophic urinary bladder can become as the etiologic cause is not taken care. Conclusions: Despite virtual and 3D anatomy lessons, we believe corpse dissection must remain as a teaching strategy that can help to build a new generation of surgeons as well as honor the History of Medicine.

Traditional education, particularly at a university level isn’t necessarily very engaging1 or strong at building teamwork skills. Educational escape rooms are a recent game based learning2 approach which combines team based problem solving with a story-line and cryptic clues. In this3 paper we apply the concept of educational escape rooms to the telecommunications engineering4 classroombycreatingaseriesoftwoseparatescenarios,eachcontainingthreepuzzles. Ourevaluation5 is based on beta tester survey results which suggest that this will be an engaging and challenging6 tool for teaching telecommunications engineering. Although educational escape rooms are rapidly7 being deployed in education, these are the first educational escape rooms that specifically addresses8 the field of telecommunications engineering.

Childbirth education classes represent an antenatal tool for supporting pregnant women and couples in increasing knowledge on pregnancy, delivery, breastfeeding, and newborn care. The aim of this study was to investigate the impact of the additional lesson to the prenatal course regarding the advantage of the vaccination on mitigation of maternal anxiety. An observational study was designed including participants in childbirth education classes, comparing courses enhanced by the extra lesson on vaccination during pregnancy versus those lacking it. Assessment of the impact of prenatal educational on vaccine was measured by using validated questionnaires (State-Trait Anxiety Inventory, STAI; Perceived Stress Scale, PSS; World Health Organization- Five Well-Being Index, WHO-5). A total of 145 pregnant women participated to the investigation by answering to the online survey. Of them, 33 patients (22.8%) belong to the course without lesson on vaccine, while 112 (77.2%) participated to online prenatal education inclusive of additional meeting on usefulness to get vaccinated during pregnancy. No statistical differences were found between study groups in demographics and perinatal outcomes. Participants to enriched course reported lower basal anxiety levels than those without lesson on vaccine (STAI-State, normal score <40, 30 vs. 19%, p-value 0.041; STAI-State, mild score 40-50, 78 vs 67%, p-value 0.037). With reference to the last two weeks, maternal wellbeing level was improved by the added class (score >13 as measurement of wellbeing: 62% vs 80%, p-value<0.05). Moderate perceived stress assessed by PSS was found in those pregnant women without prenatal education on vaccine (64 vs 50%, p-value 0.042). The introduction of a lesson regarding on vaccination during pregnancy in the program of prenatal education courses improves maternal anxiety levels and wellbeing, in addition to reducing perceived stress.

Innovation in general education governance is one of the development trends not only in Vietnam but also in the world. This is also an important measure to change and improve the quality of education, especially expand autonomy of high schools and universities. The paper focuses on some main contents: overview of general education; the experiences of some countries in the implementation of the school administration model towards the school autonomy model so that give lessons for Vietnam’s education can be learned in the context of development conditions nowadays. The results in this work would be used to classify the schools into the various groups. The data also analysts on decision-making capability, on what we called an “index of school autonomy”, expressed the possible level of school-level decision-making.

Machine learning (ML) offers potential opportunities to enhance the learning, teaching and assessments within veterinary medical education including but not limited to assisting with admissions processes as well as student progress evaluations. The purpose of this primer is to assist veterinary educators in appraising and potentially adopting these rapid upcoming advances in data science and technology. In the first section, we introduce ML concepts and highlight similarities/differences between ML and classical statistics. In the second section, we provide a step-by-step worked example using simulated veterinary student data to answer a hypothesis driven question. Python syntax with explanations is provided within the text to create a random forest ML prediction model and within each step, specific considerations such as how to manage incomplete student records are highlighted when applying ML algorithms within the veterinary education field. The results from the simulated data demonstrate how decisions by the veterinary educator during ML model creation may impact the most important features contributing to the model. These results highlight the need for the veterinary educator to be fully transparent during the creation of ML models and future research is needed to establish guidelines for handling data not missing at random in medical education, and preferred methods for model evaluation.

This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education –QASSE-, designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students’ physical and psychological well-being. Participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation process, EFA and CFA supported QASSE multifactorial structure with four first-order factors -academic overload, interaction with classmates, family pressure, and future-oriented perspective- and a second-order factor of academic stress, showing a significant and intense relationship with adolescents’ psychological and physical well-being. Results also highlight the effects of the gender*educational level interaction on the students’ stress, with girls showing higher levels of stress in the transition courses between educational phases (sophomore and junior years). The QASSE demonstrates good validity and reliability, showing potential for both research and educational application. The results show the high impact of the QASSE dimensions on psychological and physical well-being in adolescence, highlighting its special usefulness for designing and adjusting educational prevention and intervention actions in this area to the students’ specific characteristics and needs

As education continues to evolve in response to technological advancements, the concept of Education 5.0 has gained prominence. However, it is crucial to critically analyze the limitations and challenges of this model. This article presents a comprehensive examination of Education 5.0, identifies its drawbacks, and proposes a vision for Education 6.0. Through insightful case studies and discussions, this article aims to provide a nuanced perspective on the future of education.

Due to the unanticipated, forced migration of classroom activities to a fully remote format because of the coronavirus pandemic, there is a critical need for progress in the online education system. Not only that, but online education is the way of the future, and its infrastructure must be enhanced for teaching and learning to be effective. Engaging the students and enhancing their focus is one of the major concerns in the current video calling-based system. In this research, we propose a VR and AR-based virtual classroom environment system called "Edu VR" which encourages students to learn with a high level of involvement and attentiveness. We have divided the system into 2 distinct categories. one amongst which incorporates the virtual reality classroom, wherever the students can have a similar feel of actual school with peer-to-peer-based interactions and student-to-teacher interactions with Unity3D. We are able to conjointly deploy AR models with Vuforia, which permits the teachers to take classes more efficiently with student’s engagement. The other category involves the AI-based classroom assessment system, which enables teachers to produce assessments, which in turn are proctored by Artificial Intelligence. The results are automatically sent to the student within a short period, with the assistance of text similarity analysis for evaluating the answer scripts with Machine learning. This approach solves the drawbacks of video call-based systems with enhanced focus and engagement.

This paper discussed the concept of quality assurance (QA) in higher education and its implications to higher education institutions (HEIs) and the possible challenges. The study evaluated literature concerning QA in Zambia and elsewhere. The findings of the study show that QA is implemented through external and internal mechanisms such as accreditation, registration, institutional auditing, and the use of external examiners, self-evaluation, and peer reviews. The QA implications to HEIs in Zambia are that there is a need for accreditation of academic programmes with the Higher Education Authority (HEA) by HEIs. Further, HEIs should establish QA units to spearhead quality issues, reactive, and introduce the use of external examiners to ensure quality. The challenges identified in the implementation of QA in HEIs include inadequate funding, infrastructure, shortage of qualified academic staff, and lack of standalone QA units in some HEIs. In this regard, it has been recommended among other things, government improve funding in public HEIs, construct infrastructure, HEIs establish QA units, and recruit and retain qualified academic staff to ensure the quality of education.

Geoethics is a field of knowledge currently in full development. Researchers in geoethics are pri-marily concerned with the anthropogenic interaction with the Earth system. Due to its nature, ge-oethics holds particular importance in sustainable development due to its nature as it aims to promote ethical human behaviour that does not negatively impact the Earth system. In the present research, we implemented an intervention program addressing various issues related to the sus-tainability of the Earth system, such as the exploitation of geological resources, the management of geological risks, and the conservation and promotion of geopatrimony. The intervention program was applied to higher education students in the geosciences field. A sample of 90 students from various geosciences courses completed an initial questionnaire, revealing limited knowledge about geoethics. This study resorted to mixed-method research involving interviews with some students who volunteered (n=52). The results showed that after applying the intervention programme most students had developed a deeper understanding of the topics addressed and recognised the con-tributions this scientific area can make to sustainable development. Additional research in geoethics education is essential to foster the integration of geoethics into the curricula of higher education institutions.

This paper presents an overview of EREMI, a two-year project funded under ERASMUS+ KA203, and its results. The project team's main objective was to develop and validate an advanced interdisciplinary higher education curriculum, which includes lifelong learning components. The curriculum focuses on enhancing resource efficiency in manufacturing industries and optimizing poorly or non-digitized industrial physical infrastructure systems. The paper also discusses the results of the project, highlighting the successful achievement of its goals. EREMI effectively supports the transition to Industry 5.0 by preparing a common European pool of future experts. Through comprehensive research and collaboration, the project team has designed curriculum that equips students with the necessary skills and knowledge to thrive in the evolving manufacturing landscape. Furthermore, the paper explores the significance of EREMI's contributions to the field, emphasizing the importance of resource efficiency and system optimization in industrial settings. By addressing the challenges posed by under-digitized infrastructure, the project aims to drive sustainable and innovative practices in manufacturing. All five project partner organisations have been actively engaged in offering relevant educational content and framework for decentralised sustainable economic development in regional and national contexts through capacity building at local level. A crucial element of the added value is the new channel for feedback from students. The survey results, which are outlined in the paper, offer valuable insights gathered from students, contributing to the continuous improvement of the project.

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.

The Practicum is regarded as a fundamental aspect of the training of prospective teachers. In addition, digital tools are increasingly used to enrich a traditional face-to-face experience. However, the technological exploitation of augmented reality (AR) by undergraduate students studying early childhood and primary education is low. A Systematic Literature Review (SLR) on the use of augmented reality (AR) in teacher training was conducted. Based on the overarching objectives of the ERASMUS+ project, entitled Digital Practicum 3.0 Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to Enrich and Expand Preservice Teacher Education Preparation (2020-1-ES01-KA226-HE- 096120), the ultimate purpose of this study was to assess whether the use of this resource favors learning and expertise. Two main results are prominent. First, it is noteworthy how the use of this digital technology is limited, given the scarcity of studies. Second, the research studies available focus largely on the benefits of the use of AR in teacher education at a theoretical level. Thus, future research needs to further explore the use of AR in teacher training specially focused on the student teachers’ learning processes.

School-aged children may benefit from education interventions focused on healthy eating and physical activity to improve their quality of life. This article aims to review scientific evidence on food and nutrition education (FNE) in Spanish-speaking countries for the prevention of overweight and obesity in school-aged children (6-12 y). Articles were searched between April and August 2021. The searches were conducted using MEDLINE, Google Scholar, and SciELO. The primary search for articles focused on the experience of FNE interventions in Spanish-speaking countries. Overall, 518 articles were found and 33 studies were eligible for data extraction. Forty-two percent of the studies had a focus on FNE and 64% were focused on describing the eating habits of schoolchildren. Nutritional assessments (anthropometric) were found frequently with 91% and 30% of the studies focused on physical activity. All interventions focused on preventing or reducing overweight and obesity in school-age children. Educational, cognitive, dietary, and physical activity practices were described, whit being educational the most frequent intervention. Interventions reported positive effects of FNE interventions to improve knowledge and practices of healthy lifestyles in school-age children.

Keeping in mind the increasing trend and need for serious games in science education, we have done a systematic literature review. These papers show the trends and patterns of research carried out in this field from the year 2011 to 2020. Specifically, we investigated country-wise concentration and the most common evaluation methods. Literature is reviewed from IEEEexplore, Springer, and Scopus. Moreover, we discussed the role of Augmented Reality(AR) games in teaching physics. Lastly, we have discussed the positive and negative aspects of serious games in science education in particular, and the trend of using serious games in the past decade in education in general.

The purpose of this study was to develop e-learning activities that integrated sustainability concepts and practices in process engineering education. Two blended courses were developed with two activities evaluated quantitatively and qualitatively to measure student engagement, quality of responses, and incorporation of sustainability in their arguments. Social network analysis and lexical analysis were used to assess students’ participation in discussions and peer reviews. In the online discussion, 97 comments were made averaging 120 words per comment. The participants averaged 3.88 comments, with the majority of comments exhibiting simple and complex argumentation, a deep reflection, and widespread use of terms associated with sustainability such as recycling, pollution, waste, and environment. Furthermore, evaluation of peer reviews revealed that the participants demonstrated they could identify errors and positives in an argument. Therefore, this study demonstrated that e-learning, particularly peer review and online discussion could help chemistry and engineering students understand sustainability.

Climate change mainly affects production and consumption systems, such as: food, livelihoods, production (e.g., reduced milk production), water, and land use. The role of local knowledge has been recognized as important for decision-making under changing circumstances. This study was conducted in the northern part of the Ecuadorian Andes using a sample of 170 dairy-cattle-producing households. The objectives were: i) to characterize the rural livelihoods of dairy cattle farmers, ii) to evaluate access to climate information and perceptions of climate change, and iii) to determine the relationship between livelihoods and perceptions of climate change. Significant differences were identified between the groups evaluated in relation to the dairy farmers’ livelihoods. In addition, 85.29% of the respondents mentioned that climate information is important, but 67.83% do not trust the sources of information. It was found that there is a significant relationship between the level of education and age with the variables of climate change perceptions. This combined knowledge allows people to promote agri-environmental and educational policies to achieve climate literacy at a rural level.

There is a crucial need for advancement in the online educational system due to the unexpected, forced migration of classroom activities to a fully remote format, due to the coronavirus pandemic. Not only this, but online education is the future, and its infrastructure needs to be improved for an effective teaching-learning process. One of the major concerns with the current video call-based online classroom system is student engagement analysis. Teachers are often concerned about whether the students can perceive the teachings in a novel format. Such analysis was involuntarily done in the offline mode, however, is difficult in an online environment. This research presents an autonomous system for analyzing the students' engagement in the class by detecting the emotions exhibited by the students. This is done by capturing the video feed of the students and passing the detected faces to an emotion detection mode. The emotion detection model in the proposed architecture was designed by finetuning VGG16 pre-trained image classifier model. Lastly, the average student engagement index is calculated. We received considerable performance setting reliability of the use of the proposed system in real-time giving a future scope to this research.

The goal of this narrative review was to identify, synthesize and summarize research providing both institutional and personal recommendations for female leaders who aspire to hold leadership roles in academia. Existing evidence regarding factors that influence females acquiring leadership positions was first gathered and examined, noting recurring issues that have been identified as inimical to women assuming leadership roles. Recent research studies and statistical trends were then investigated, tracking and reporting on the increase in female leadership in academia that has occurred over recent years. Quantitative and qualitative literature focusing on successful strategies to support females aspiring to academic leadership positions were then elaborated upon, with specific factors identified in order to deepen understanding of shifts that may help to account for the rise of females in academic leadership roles. The recommendations resulting from the findings of this narrative review could be used to scaffold female success in the pursuit of academic leadership roles and offer insights for university executives and administrators on methods of more effectively supporting an increase in female leaders in academia.

Various designs of spherical robots using barycenter offset mechanisms were previously reported. This kind of robots offers advantages such as turning in placeor moving in any direction at any time. Yet, the approaches resulting in a balanced robot, which could roll with reduced energy costs once accelerated, are scarce. We introduce anovel robot of this type. The feasibility of the approach is verified on a cylindrical robot. This paper presents an open-source, remotely controlled, robotic cylinder. The robot uses a specifically designed mechanism to displace a mass in its center, which causes the cylinder to roll forwards or backwards. The movement characteristics of the cylinder, as well as the mathematical and physical limitations of the mechanism were studied. An intuitive user interface allows the robot to be controlled through WiFi. This robot was manufactured only with readily available and inexpensive materials, which would make it a suitable platform for education, typically in the fields of physics and engineering.

The article presents an experience based on the design of DIY materials (Do-It-Yourself) as a phenomenon that contributes to the circular economy, making use of household waste and organic binders. The development context is the southernmost Industrial Design School in Latin America, where students are educated through the transfer of knowledge emphasized on the experimentation and territory assessment. Methodology corresponds to the traditional industrial design process, inserting DIY design of materials in the strategic stage. Objective and subjective variables are determined applied in the definition of new materials, being able to determine a range of proposals based on household waste. Citrus × Sinensis, Peperomia caperata (Piperaceae), Radiata pine veneers, among them, which are conceived by students to be self-produced at the user level. The results are materials elaborated based on household waste, exemplified with three types based on organic husks. Beyond findings associated to technique, compatibilities between residual materials and results expressed in materials and catalogs, it is possible to educate future designers on the innovative theme, with the potential to improve life quality of people and their environments.

Simulated crime scene investigation is an essential component of forensic science education, but its implementation poses challenges relating to cost, accessibility and breadth of experience. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses through offering cost-effective practical experience and the ability to work in isolation, in a variety of different scenarios. Both user groups reported high levels of satisfaction with the process and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.

The present work analyzes university students' perceptions on cyberbullying. More specifically, the main objective was to understand the level of concern displayed by young students in teacher training programs regarding cyberbullying; our analysis includes their degree of self-confidence and their commitment when faced with this problem, their self-reported training on the subject, and the measures they consider adequate to approach it in the educational context. Using a survey research design, 408 students from Early Childhood Education, Primary Education Degrees, and the Master’s Degree in Secondary Education, and Vocational Training from national public universities participated. The results shed light upon the coexistence of three differentiated profiles of teachers in training when faced with cyberbullying. However, although there is clear evidence of the high level of concern regarding this problem in every case, they placed more importance on raising awareness of the issue with families, prevention, management and training as basic pillars for re-directing the worrisome reality experienced in educational centers. The need to include these contents in the initial training of future education professionals, for overcoming cyberbullying, and the importance of collaborative work between parents and educators are the conclusions of this research study that are in agreement with other studies.

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

Under the dual background of underemployment and health inequality, this paper empirically analyzes the impact of education level on underemployed workers’ health based on CLDS2016 data. The results show that underemployment is significantly related to the decline of self-rated health, increased depression tendency, and morbidity in a certain period. The results indicate that underemployment can significantly reduce the health level of workers in the low education level group and the high education level group. However, it has no significant impact on workers’ health in the middle education level group; even if we change the measurement method of indicators and consider endogeneity, the research conclusion is still robust. Moreover, this kind of health inequality mainly comes from the difference in economic effect and leisure effect of underemployment to workers with different educational levels. This paper provides empirical support for increasing the labor protection mechanism of underemployed people and reducing the health inequality caused by educational level differences.

Background: Neurological disorders are the leading cause disability in Australia and the world. Combating the perceived difficulty of neurology or “neurophobia” and improving physician education is a key component in addressing this problem. We aim to conduct the first study to identify whether neurophobia exists in medical students and junior doctors in an Australian population and try to identify factors that may contribute to this in this population. Methods: A 24 question online validated survey was distributed via email broadcast to all medical students and junior doctors at a metropolitan tertiary care centre in Australia. Responses were collected over 6 weeks with weekly reminder emails for 4 weeks after the initial invitation email. Results: 114 medical students and junior doctors participated in the study. Participants perceived neurology as the most difficult medical speciality compared to 10 other medical specialties (p=0.001). The top three factors contributing to this perceived difficulty were: a lack of understanding of neuroanatomy, lack of diagnostic certainty and lack of clinical exposure. 65% of the participants stated that they had too little planned teaching in neurology with only 36% of the participants having performed a neurology rotation during medical school. Conclusion: The prevalence of neurophobia in this Australian cohort of medical students and junior doctors is consistent with previous findings from around the world. This concerning finding requires further examination into the contributing factors in order to created trials of targeted interventions in order to resolve this.

There are no widely established models for postgraduate interprofessional (IPE) events. Due to low number of healthcare professionals (HCPS) on the island of Guernsey, pharmacist continuing professional development (CPD) events incorporate an IPE element making it a unique CPD model. This study evaluates an event that took place in April 2015, to support identification of positive attributes of the event as an IPE case study. From 33 attendees 29 [88%] evaluation forms were returned covering an audience including pharmacists, doctors and nurses. Although the event increased knowledge and understanding of the topic, there was a statistical difference when comparing anticipated change in practice [p<.05], with over half [n=15, 51.7%] saying the learning would not change their practice. No significant differences in responses were seen between different professional groups. Attendees were positive about learning with other HCPs. The focus group comprising 6 professionals identified a key theme of ‘factors affecting attendance at an IPE event’ with four subthemes; IPE and networking, topic, convenience and CPD. All professions were open to and saw the benefit of IPE. Face-to-face events were preferred, facilitated by an expert speaker, with a topic that has relevance to multi-professions. Post qualification IPE events allow a synchronised view of a topic and should be encouraged in the future.

The coronaviral pandemic has led to a shift in traditional teaching methods to more innovative approaches, such as high-fidelity patient simulation (HFPS), which can improve students’ clinical judgement and decision-making for quality patient care. A modified guideline was introduced to enhance students’ satisfaction and self-confidence in learning through HFPS. The study involved 189 baccalaureate nursing students, with 92 in the intervention group and 97 in the control group. The intervention group received the modified HFPS guideline, while the control group received standard treatment with basic instruction. After the HFPS debriefing session, students provided narrative feedback on their learning experience. The quantitative results showed that students in the intervention group reported a significant improvement in satisfaction and self-confidence in learning compared to the control group. The modified HFPS guideline provided clear guidance for students to learn and apply knowledge and skills more effectively, leading to increased engagement during interactive simulation sessions. The results suggest that the HFPS guideline should be added to the curriculum to enhance students’ satisfaction and self-confidence in learning, even in junior students. Innovative teaching methods, such as HFPS, can be necessary and beneficial for healthcare professional training, after the pandemic.

Museums are called to respond to contemporary challenges and contribute to the formation of more progressive societies. One of the major challenges of our time is climate change and museums could construct cocreated narratives around climate and implement targeted actions for the audiences through their sensorial and affective experiences. More specifically, Geology and Palaeontology museums are repositories of knowledge on geoheritage and geoconservation, recognized for their scientific, pedagogical, cultural and recreational values. The educational potential of geological and paleontological exhibits could be used in informal education activities regarding the climate emergency. Taking the above into consideration, this study focuses on both the creation and evaluation of an educational program for the Natural History Museum of Arsakeio Campus at Psychicko.

Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the role of teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in the classrooms. In this paper, it is explored whether teachers would accept PCAs to teach programming better if co-designed with them. An experiment with 35 pre-service Primary Education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving the teachers in the design of the PCA facilitates that they integrate this technology in their classrooms. 97% of the pre-service teachers answered in a survey that they believed that the robot PCA could help children to learn programming and 80% answered that they would like to use them in their classrooms.

Brain hemispheres develop rather symmetrically except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated CTh AI in the students, as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, the pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC has a functional lateralization, with the right PHC having a stronger involvement in spatiotemporal context encoding, while the left PHC is involved in semantic encoding. We observed CTh asymmetry toward the left PHC for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home life, and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.

Today, concepts such as Emotional Education and Emotional Intelligence are recognized by many authors and researchers, emphasizing the importance of their development in all people, but especially in schools, specifically in teachers or educators and children. However, we still find many shortcomings within the schools that are needed to continue working. The aim of this study is to investigate the presence of emotional intelligence and empathy in teachers, through a sample of 42 participants. The research was conducted based on two validated and highly reliable assessment tools, called TMMS-24 and TECA. The results of the TMMS-24 indicate that a large percentage of participants have an adequate score of emotional intelligence. The results of the TECA indicate that most of the participants are in the middle, high or extremely high scores in relation to the level of empathy.

To determine the ethical-attitudinal profile of university students in the education career during the pandemic with a tendency towards a new normality. University students of the education career were surveyed online, in an ethical key (axiological attitude, moral attitude and attitude towards new normality). The research was descriptive of univariate hypothesis, with non-probabilistic snowball sampling, reaching a sample of 480 participants. The Ethical-Attitudinal Profile Scale (EPEA) was designed, whose reliability was 0.93 in Lawshe's formula and 0.89 in Cronbach's Alpha. In the axiological attitude, values were obtained more frequently: respect with 79%, sincerity with 73%, prudence with 72%. In the moral attitude, a polar result is contrasted between laxity (67%) and kindness (45%); while, in the attitude towards new normality, there was no spike in frequencies, being distributed more homogeneously between indicators, with a low resilience index. There is an adequate evaluative profile of the university students of the education career despite the context of the pandemic and the trend towards a new normality; having a moral attitude of laxity inferred by the circumstances of uncertainty that are experienced in adverse contexts.

Institutional support and quality education are linked in a significant way. During Covid-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the Covid-19 pandemic. This analysis is focused on the three main elements of the Adapted Model of Institutional Support (AMIS) of Bond et al, 2007, and the Institutional Support Model (ISM) of Valverde and Rodriguez, 2002, namely Financial Support (FS), Technical Support (TS), and Mentoring Support (MS). According to the findings, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.

Education 4.0 postulates the flexible combining of digital literacy, critical thinking, and problem-solving in training environments linked to real-world scenarios. Therefore, teachers are challenged to find or develop new methods and resources to integrate into their curricula to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This article presents a study carried out in a higher education institution in Ecuador. The objective was to identify the teaching profile required in new careers within the framework of Education 4.0. The descriptive, exploratory methodology applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education careers and 313 graduates. It also included interviews with 20 experts in the educational field and five focus groups with 32 rectors, school principals, university professors and specialists in the educational area. The data was triangulated, and the results were categorized in (a) processes as facilitators (b), soft skills, (c) human sense and (d) use of technologies. This article may be of value to administrators, educational and social entrepreneurs, trainers, and decision-makers interested in implementing innovative training programs.

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.

Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

The integration of AI in educational settings, particularly through Large Language Models (LLMs), is accelerating, reshaping pedagogical approaches due to students' interactions with new learning tools. This study assesses the impact of generative AI on the educational experiences of computer and data science students at the Center for Informatics, University of Paraíba (CI/UFPB), Brazil. Through Exploratory Factorial Analysis (EFA) of five psychometric scales, the research examines students' acceptance of LLMs, their associated burnout levels, technology anxiety, and the prevalence of metacognitive and dysfunctional learning strategies associated with LLMs. Results indicate significant adoption of AI technologies among students, accompanied by a low incidence of technology anxiety, manifesting as fears of losing jobs to AI. However, a significant correlation was observed between academic burnout and dysfunctional learning strategies, which could likely be attributed to the rigorous academic environment. Additionally, the employment of metacognitive strategies in conjunction with LLMs reflects an advanced learning approach, yet challenges with functional learning strategies persist. This study contributes to the discourse on AI in education, highlighting the need for educational frameworks that support effective AI adoption while addressing the psychological demands on students.

Place-based education (PBE) and active learning are effective strategies for geoscience education. However, traditional PBE via field trips requires significant resources, time, physical abilities, and expertise of teachers. We provide an alternative PBE experience by showing how different kinds of geoscience videos can be spatially organized into one digital interactive virtual environment. Here, we present the Google Earth Geoscience Video Library (GEGVL) which uses Google Earth and location specific videos about Earth events to create a virtual PBE experience. Using Google Earth, GEGVL organizes place-based videos by locations and links pertinent non-place-based videos and allows users to roam the globe in search of geoscientific videos that are pertinent to them or their students. Currently GEGVL contains 150 videos organized into ten different geoscience disciplines: Plate Tectonics, Minerals, Structural Geology, Metamorphism, Magmatism, Hydrology, Environmental Science, Sedimentology, Paleontology, and Paleomagnetism. Despite stability challenges with Google Earth integration, results of user surveys among lower division undergraduates show that the design logic of GEGVL is promising virtual PBE organizer for interesting students in and helping them learn about Earth sciences.

Research into professionalization in health and safety has recently gained in interest. Graduate training is one of the factors that determines or conditions the role of the safety professional, thus intervene in the professionalization process. This article is the result of a workshop and the discussions of nine academic directors of safety education programs about quality evaluation. This article introduces the issue with a historic overview of safety education, presents a synthesis of nine selected education programs, discusses quality evaluation of health and safety education programs, propose a quality evaluation frame and finally, proposes a process for designing a quality safety education program with an associated model of the learning objectives. The outcomes are interesting for everyone who is interested in health and safety education and quality evaluation and will give insights into how safety professionals are educated.

Sustainability, sustainable development and education for sustainable development are increasingly central concepts, both in social practice and in the field of scientific knowledge. Sociology, and in particular Sociology of Education as a specialised Sociology, can provide relevant contributions in its promotion. This article aims to explore the importance of Sociology of Education in promoting sustainability literacy in higher education, using the Sustainable Development Goals and key competencies (United Nations and UNESCO) as the central reference in this field, and intends, thus, to become an added contribution for this discussion. The article seeks to demonstrate that the learning of sustainability literacy would benefit from the use of a sociological stance throughout this whole process that considers dimensions that are often not directly emphasised and articulated between each other, such as: interconnection of scale levels, sociological imagination, multi-paradigmatic nature, heuristic interdisciplinarity, reflexivity and use of Sociology for action.

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

In this paper, a multirotor UAV platform based on the PX4 ecosystem was discussed, which in combination with the MATLAB Simulink programming environment enables utilization in various aspects of mechatronic engineering education. Extensive testing of the UAV platform control module was performed, in order to enable implementation in engineering education. In the design phase of the educational platform, take-off-the-shelf components were selected and tested, and airframe parts were manufactured using rapid prototyping technologies. The proposed educational platform with four rotors was presented and tested. The learning outcomes of the undergraduate mechatronics professional study program according to the Croatian Qualifications Framework and related to the considered platform are shown. A preliminary framework of laboratory exercises for the field of mechatronic systems control is investigated.

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

Organizational diagnosis (OD) is a comprehensive review of an organization's objectives, re-source allocation, and utilization to achieve those objectives. This study employed OD to en-hance the effectiveness of the Department of Special Education within the Government of Punjab. A questionnaire based on Weisbord's six-box organizational model called the Organ-izational Diagnostic Questionnaire (ODQ), was administered to N=1200 participants, consist-ing of heads of top, middle, and bottom tiers at district and tehsil levels of special education schools, centers, and the main office. Out of these, 506 participants voluntarily completed the ODQ survey. The study findings indicated that the employees of the department possess a good understanding of the organization's objectives. However, there is a lack of opportunities for employee participation in departmental discussions, centralized decision-making, irra-tional task distribution, and unsupportive allocation of human resources. Additionally, there is poor communication, unsatisfactory promotions, incentives, and a lack of knowledge shar-ing among employees, as well as poor inter-relationships, conflicts, and ineffective help-seeking mechanisms. The study also revealed low readiness for change in the organization. Respondents' opinions differed significantly based on their qualifications, job experience, years served, and gender. To improve the department's capacity to absorb change, the study recommends enhancing collaboration and inter-departmental communication, soliciting comprehensive input from all tiers, and promoting employee participation, supportive supervision, and communication. The study contributes to the body of knowledge on OD and highlights the need for improved communication, collaboration, and employee participation, as well as a supportive and supervisory support system to enhance the effectiveness of organizations.

In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum. The aim of this paper is to use inter-national examples to discuss the research- education nexus from four different perspectives, namely context, policy, im- plementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between edu- cation and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.

Background: The preexistence of obesity with nutritional anaemia is becoming an increasing problem in the Eastern Mediterranean Region (EMR). Much controversy exists around the role of continued breastfeeding in alleviating the health and survival consequences of these problems in the region. Aim: To examine trends and relationships of nutritional anaemia (NA) in women and children under-five years of age (CU5) with obesity and breastfeeding practices in the EMR. Methods: Data from regional database banks of WHO and UNICEF for anaemia in pregnant and non-pregnant women and CU5 from 22 countries in EMR were retrieved, compiled, and statistically analyzed. Breastfeeding indicators for timely first suckle (TFS), exclusive breastfeeding (EBF) and continued breastfeeding for 12 (BFC12) and 24 months (BFC24), low-birth-weight (LBW), stunting, overweight, total fertility rates (TFR) and mortality rates (MR) were correlated with nutritional anaemia and analyzed by income groups into 5 low income countries (LIC), 11 middle income countries (MIC) and 6 high income countries (HIC). Results: Trends in mean prevalence of anaemia in women showed a concave curve increasing after a short decrease in the early 2000 in all income groups (P > 0.05). Trends in anaemia in the CU5 exhibited a steep decrease from a mean of 52.59 ± 16.4 in 2000 to 37.3 ± 14.9 in 2016 at P < 0.002, the steep decline was significant in HIC (P < 0.01) and MIC (P < 0.02), but not for LIC (P > 0.05). Anaemia prevalence in women and CU5 was significantly correlated to LBW, stunting, and with overweight and obesity in adults but negatively in CU5. All age specific MRs were highly correlated with anaemia in pregnant, non-pregnant and CU5 at P < 0.001 and TFR at P < 0.05. BFC for shorter durations was negatively correlated with anaemia in pregnant women (r-0.5) at P < 0.05 and was positively correlated in MIC and HIC. In non-pregnant women, BFC12 and BFC 24 correlated positively with anaemia prevalence in all three income groups at P < 0.01. Conclusions: Completing optimal breastfeeding for two years should be promoted to protect women and CU5 from anemia and obesity. Nutritional anemia during pregnancy increases regional rates of LBW, stunting and mortality. Spacing out births by encouraging longer duration of breastfeeding, to replenish iron stores, can help alleviate many of the health and nutritional problems in the region.

This paper describes how to construct a low-cost magnetic levitation system (MagLev). The MagLev has been intensively used in the engineering education, allowing instructors and students to learn through hands-on experiments essential concepts, such as electronics, electromagnetism, and control systems. Built from scratch, the proposed MagLev depends only on simple, low-cost components readily available on the market. In addition to showing how to construct the MagLev, this paper presents a semi-active control strategy which seems novel when applied in the MagLev. Experiments performed in the laboratory have compared the proposed control scheme with the classical PID control. The corresponding real-time experiments illustrate both the effectiveness of the approach and the potential of the MagLev for education.

The prevalence of autism in children in the world is estimated as one per 62 children, higher levels reported in some countries. These children experience significant problems with the development of social, behavioural and verbal and non-verbal communication skills. The skills impairment levels varies from an individual to another and that made teaching autistics a challenge for caregivers such as teachers and relatives. Hence, there are quite a number of frameworks of a software learning systems which focus on gaining the children’s attention using representational visual illustration as a learning method instead of the textual form. However, majority of these tools are lacking the personalisation ability to suite everyone in the spectrum. Assistive technology offers an alternative way to attract children with autism. Therefore, this research is proposing an Adaptive Content Management Learning System (ACMLS) model to assist caregivers to produce, design and fine-tune or customise the learning materials appropriately so that the system interface and the materials are suitable for every individual in the spectrum according to each child personal profile aiming to make learning attractive and to contribute in improving their social, communication and behavioural skills and nonetheless, their attention level to the delivered educational topics. The ACMLS model design adopts four main components which are: (1) Design component: which covers the visual design, design principles and the mental model of the children with autism. (2) Technology component: which covers the assistive technology tools and the architecture of the ACMLS system. (3) Education component: Which covers the learning objectives, styles, strategies, methods and the cognitive model. (4) Participants component: which covers the main participants who’re playing a role in the ACMLS model such as: caregivers and children with autism.