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

Since the mid-20th century, tourism has become a strategic activity for the economy of the Balearic Islands, causing profound social, territorial and environmental transformations. This fact challenges local society, which must be aware of its environment in order to better face the future challenges posed by this economic activity. With this goal, the official curriculum has been analyzed, making it possible to ascertain the approach with which this subject is taught by the administration and what objectives are set. Furthermore, a review was carried out of the contents of geography textbooks in the third year of ESO and the second year of Baccalaureate, which correspond to the educational stages in which tourism aspects appear. The results obtained represent a fundamental strategic diagnosis in order to improve the teaching and learning of this key activity for the Balearic Islands, giving it more importance and adapting its approach to the current times.

In Vietnam, general education includes primary education, lower secondary education (the period of basic education) and upper secondary education (the period of vocational orientation education). In particular, primary education is compulsory for all children from 6 to 14 years old, is implemented in 5 school years, from first grade to fifth grade. The age of students entering first grade is six years old. Primary education aims to help students form the initial foundations for proper and long-term development of morality, intelligence, physicality, aesthetics and basic skills for students to continue high school. Secondary education is conducted in four school years, from grade six to grade nine. Students entering sixth grade must have an elementary school diploma. Secondary education aims to help students consolidate and develop the results of primary education; have basic secondary education and initial knowledge about technology and career to continue high school, vocational high school, vocational training or enter a working life. High school education is conducted in 3 school years, from grade ten to grade twelve. Students entering tenth grade must have a junior high school diploma. High school education is aimed at helping students consolidate and develop the outcomes of lower secondary education, complete high school education and common knowledge about technology and career guidance for further college education, college, professional secondary school, apprenticeship or enter the working life. Thus, the term general education is a term with broad connotation including primary education, lower secondary education (basic education period) and upper secondary education (education period) career orientation. Within the scope of this research, we use the term school governance used to mean a mode of action, which is directed toward the goal of being accomplished effectively, by and through others. Governance activities are indispensable activities that arise when people work together to accomplish goals.

Bridging the gap between traditional education and matching the pace of education with the rest of the world, Govt. of India implemented a new education policy this year which was much awaited for a long time. The new education policy is a big step to change India's overall education scenario by changing the examination pattern. However, this new type of decision-making process seeks to ensure that it achieves great benefits covering all uncovered elements while keeping technology as a parameter, so this new policy in the previous education system is also missing some key issues that must be addressed in the next amendments. Making it an example of impact, this paper describes salient issues where new educational policies are silent or those grey areas have been only superficially touched upon.

On using a 3D model to teach students a topic in astronomy, feedback was evaluated via a questionnaire. Analysis of students' responses to the questions revealed that user interface had a significant impact on their attitudes, which in turn could increase users' willingness to use immersive technology in e-learning. The results also showed that improving visual features through immersive technology and augmented reality tools were effective. The results confirm all hypotheses about positive relationships between facilitating conditions and usability of metaverse technology for students' attention and study motivation.

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.

As drone technology is rapidly becoming accessible to school children in terms of both low cost and ease-of-use, primary and secondary school teachers are beginning to consider where modern drones can play an important role in schooling. To date, there is very little empirical education research printed in the education research literature guiding innovative curriculum developers in the incipient domain of drone education. As a result, teachers interested in including emerging technologies in their classrooms are often at a loss of where to begin. Through clinical interviews with schoolteachers in the United States, our study identified five readily accessible “departure points” to include drones in contemporary STEM & vocational technology (CTE) school classrooms that help teachers address common curricular goals. Taken together, these interviews reveal that teachers using drones follow one of several distinct pathways as a first step toward achieving a widespread goal of teaching students to use modern technologies to construct, pursue, and communicate findings of fruitful research inquiries—the prevalence of which is not reflected in a comprehensive literature review. The five pathways for starting a successful drone education emerging from the interview data as dominant were: timed-racing trials; precision-flight obstacle courses; computer coding; videography; and domain-specific knowledge of drone operations laws and ethics.

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.

Comprehensive sexuality education (CSE) is an important framework utilized worldwide to provide students and young people with accurate, affirming, and socially conscious sexuality education. However, there is still a lack of CSE curricula in school contexts that is relevant for students with various disabilities. This article takes the Ontario, Canada context as an example of where and how CSE can improve to be more inclusive for students with disabilities. This article reviews the current context of CSE in Ontario, Canada, including its controversies while providing recommendations for meeting the needs of students with various disabilities, including psychological, intellectual, and physical disabilities. This article aims to provide recommendations that are relevant for scholars, researchers, and policymakers in various international contexts for improving CSE for students with disabilities in schooling.

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.

It is axiomatic to underscore that a well-managed education system is deemed globally as one of the crucial prerequisites for not only the growth and development of every society or geopolitical space but also one of the veritable hallmarks of a diversified and functional economy that will, in the long run, culminate in economic emancipation of the people. The education industry faces enormous challenges in several countries in Africa, and Nigeria is not an exception. Even though education remains the bedrock or superstructure on which other societal structures such as politics, culture, religion, economics, etc. are laid; it is quite disheartening that education in Nigeria is not effectively and efficiently managed for economic diversification and emancipation of the recipients of such education. Indeed, the industry faces innumerable challenges, especially in contemporary times than in the pre-colonial era when the education system was essentially functional. The hydra-headed nature of the challenges with Nigeria’s educational system has inevitably resulted in different dimensions of economic quagmires entangling the country and making most of its citizens find it extremely difficult to eke out and or survive. The level of dysfunctionalities in various sections of the education system has made it seemingly intractable to palliate the economic predicaments that have been confronting the country let alone emancipate it from the monoculture of its overdependence on oil. The author of this treatise is diagnostic in his approach to understanding the intricacies of the challenges that frontally battle the Nigerian education system and deprive it of being a veritable tool for a functional economy as well catalyst for the economic emancipation of its people. The paper, through the analyses of relevant literature, amplifies the conceptual and operational dimensions of the identified challenges, offers probable suggestions on the ways by which the challenges can be tackled and finally draws a conclusion.

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.

During the pandemic, educational digitization experienced a significant increase. In Mexico, social service is a crucial component of technical and professional training, a phase during which individuals apply the knowledge gained throughout their university education. The aim of this study is to standardize a digital model for the management of social service in the health care sector within health care units. This study employed an analytical, observational, retrospective, and longitudinal approach, involving two groups of trainees: Group A (n=133), utilizing a Non-Digital Model, and Group B (n=50), employing a Digital Model. In Stage I. the model design underwent validation through the Delphi method with a panel of three experts. The model was implemented on a Classroom® digital platform with the integration of the elements 1) a monthly rotation rubric 2) care services rubric 3) clinical cases or nursing process rubric, and 4) innovation project rubric. The validation of the model achieved 100% agreement (K=1). The variables measured for each group included the school of origin, career, unit of assignment, timely enrolment, and timely delivery of rubrics on the platform. The difference between the two groups was measured using Chi-Square. To measure the impact, the difference in the timeliness of the products was considered. From the University of Quintana Roo, the difference was 20.3 vs 34%. According to the Unit of Attachment the most frequent was HGR No. 17 with Group A at 22.5 vs 52%. According to the product the least delivered was Product 4, with 69% vs 81%. Timely enrollment was observed in Group A at 89% vs Group B at 80% p=0.001. Overall timely delivery in Group A was 81% vs Group B at 91% p=0.001 in the first 6 months post-implementation. Demonstrating that the implementation of the digital platform was effective, representing a significant advance in the adaptation of medical education to the circumstances imposed by the pandemic, highlighting the feasibility and effectiveness of digital teaching methods in the training of health professionals.

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.

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

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.

This research discusses the development of a software-centered EdTech (Education Technology) class model through the implementation of a course titled "3D Time Machine" at a 4-year university in Republic of Korea over two semesters. The course focused on teaching 3D modeling software, Blender, within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively. Through studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for an education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive as well-prepared citizens in future societies. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the "3D Time Machine" course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear of digital technology. In conclusion, the course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives.

This study investigates how students' well-being relates to sustainable development and education for sustainability at Prince Mohammad Bin Fahd University, Saudi Arabia. The authors endeavor to answer the question "How Does Students' Well-Being Relate to Sustainable Development Via Education for Sustainable Development?" and four sub-questions. Primary data were collected by semi-structured interviews exploring the viewpoints of twenty female and male students (n=26) aged between 18 and 26. The content analysis results have identified additional well-being and education for sustainability factors that influence sustainable education and, therefore, sustainable development. These antecedents include workload, transparency, grading criteria, fairness, belonging, work-life balance, mental health support, missing emotional intelligence factors, factors related to Education for Sustainable Development, such as instructors' role models, institutional commitment, leadership, and collaboration with government. In addition, the study developed a theoretical model for the relationship between antecedents for Education for Sustainable Development, Education for Sustainable Development, and Sustainable Development in the Saudi context. Finally, the study answers four research questions: What factors contribute to education for sustainable development? What are the antecedents of education for sustainable development? How do university educators contribute to sustainable education? How do the antecedents of education for sustainable development, education for sustainable development, and sustainable development relate?

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.

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.

Employing phonemic awareness in language development can lead to transformative educational outcomes. Having mastered this skill, students have a good foundation in language comprehension, writing, and reading, which increases their chances of academic achievement. This change can affect entire classrooms and schools, fostering a culture of literacy and academic performance, rather than just a select few students. The aim of the study is to gather literature that offers substantial information about this topic based on the facts presented. The overwhelming body of research points to the benefits of teaching phonemic awareness in early childhood education. The foundation of transformative education is phonemic awareness, which fosters fundamental language and reading skills. This profound effect emphasizes how crucial phonemic awareness is to the teaching process. Educators can use phonemic awareness to boost students' language development and create a transformative learning environment by putting these guidelines into practice.

Abstract: Background: Nurses worldwide are acknowledged for their role in health education across various settings. However, doubts often arise regarding their competence in this domain. This study aims to validate the Nurse Health Education Competence Instrument (NHECI) linguis-tically and culturally for the Italian context. Methods: Following Beaton et al.’s (2000) guidelines, we conducted cross-cultural adaptation to develop the Italian version of the questionnaire. Results: The Italian version demonstrates good internal consistency and stability, making it suita-ble for assessing nursing students during clinical internships and practicing nurses. Availability of Italian tools promotes research in healthcare, ensuring patient-centric care. Conclusions: The validity and reliability of the Italian version of the instrument for assessing health education competencies, essential for self-assessment among health education nurses, are established.

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.

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.

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.

Background/Objectives: Adolescence represents a period of heightened vulnerability to risky sexual behaviours. In Portugal, adolescents are initiating sexual activity at increasingly younger ages. Yet, there are no studies evaluating their knowledge about sexually transmitted diseases and prevention methods at an earlier stage of their development. Study how middle school ad-olescents define their sexuality and assess their level of information regarding sexuality, STI, and prevention methods. Additionally, it explores adolescents' sources of information on sexuali-ty-related issues. Methods: A cross-sectional observational study was conducted involving the application of a questionnaire to 750 9th-grade students of Vila Nova de Gaia, Porto, Portugal. The questionnaire covered topics such as perceptions of sexuality, knowledge of sexuality and STI, methods of transmission prevention, and sources of information. Results: The mean age was 14.4 years, with 19.9% reporting having already initiated sexual ac-tivity. Overall, the knowledge about sexually transmitted infections is low, pointing to 7.08 out of a maximum score of 18. Condoms and immunisation are well-recognized preventive measures, but many misconceptions persist. Better knowledge is associated with better attitudes in the likelihood of having sexual intercourse. Conclusions: This study reveals adolescents' limited sexually transmitted infections knowledge, misconceptions about prevention, and reliance on peers and the internet over trusted sources, highlighting the need for comprehensive sexual education in middle school.

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.

Philip Phenix’s (1964) book Realms of meaning started the ever growing movement concerned with how school education might help young people in their search for meaning in times of rapid social change. Today, in globalised, digital, secularised, de-traditionalised culture, the importance and urgency of this role have never been greater. Cultural change has accelerated exponentially, and for many – including students in religious/Catholic schools – traditional religious sources of meaning are no longer prominent or plausible reference points. Catholic schools, whether independent or semi-state institutions because of government funding, can make a valuable contribution young people’s spiritual/moral education, no matter what their level of religious affiliation or practice. This article argues that such a contribution requires change to the discourse or narrative of Catholic school Religious Education, with corresponding adjustments to content and pedagogy. Its present trajectory, which is excessively concerned with promoting a Catholic identity in students, needs to be modified. Both the religious and non-religious students, especially in the senior classes, would derive greater spiritual and religious benefit from the inclusion of more life-relevant and issue-related content, together with a critical, research-oriented pedagogy. Such an approach proposes that the Catholic Church’s schools should offer unconditionally a meaningful spiritual/moral education that is relevant to all students, rather than a traditional one which seemed to presume that all students are, or should be practising Catholics. This does not minimise attention to the Catholic tradition, but it allows for a study of how people negotiate the task of constructing meaning and values in a complex culture. The article also looks at the ‘headwinds’ that hinder the implementation of this approach. The article is focused specifically on the Australian context where Catholic schools are semi-state institutions because they are funded by both state and federal governments. The issues are still likely to be pertinent to Catholic education in other countries, while taking into account significant contextual differences.

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.

A common problem in education has always been to get students to achieve an adequate level of motivation and engagement. Many evidences show that gamification has the potential to make learning more engaging, motivating and effective. However, it is essential to design gamified experiences thoughtfully, ensuring that they align with educational objectives and promote meaningful learning outcomes, and so the lack of established design methodologies can lead to unintended consequences.

The importance of shifting to a sustainable economy, based on new capabilities that enable to cope with the current turbulent changes is paramount. Entrepreneurs with sustainable concerns are considered to play a key role in the process by creating innovative, proactive and risk assumption solutions, both with environmental and economic value. To date, there is no consensus on what capabilities education should provide to create sustainable entrepreneurs to cope with sustainability challenges. The aim of this piece of literature is to identify relevant factors for sustainable entrepreneurship education. Bibliographic databases were searched for documents published between 2012 and June 2023 to categorize central issues discussed in the literature on sustainable entrepreneurship education. The review process specifies 59 empirical and non-empirical papers at sustainable entrepreneurship education (SEE). Data analysis revealed diverse models for sustainable entrepreneurship education (SEE) developed for use in both higher education institutions and secondary schools. Future research directions are underscored.

This paper applies a theoretical model to analyze the ways that widespread use of generative AIs (GAIs) in education and, more broadly, in contributing to and reflecting the collective intelligence of our species, can and will change us. The model extends Brian Arthur’s insights into the nature of technologies as the orchestration of phenomena to our use by explaining the nature of humans participation in their enactment, whether as part of the orchestration (hard technique, where our roles must be performed correctly) or as orchestrators of phenomena (soft technique performed creatively or idiosyncratically). Education may be seen as a technological process for developing the soft and hard techniques of humans to participate in the technologies and thus the collective intelligence of our cultures. Unlike all earlier technologies, by embodying that collective intelli-gence themselves, GAIs can closely emulate and implement not only the hard technique but also the soft that, until now, was humanity’s sole domain: the very things that technologies enabled us to do can now be done by the technologies themselves. The consequences for what, how, and even whether we learn are profound. The paper explores some of these consequences and concludes with theoretically informed approaches that may help us to avert some dangers while benefiting from the strengths of generative AIs.

The importance of transforming to a sustainable economy to protect against global crises such as climate change is widely recognized. Sustainable entrepreneurs are seen as playing a key role in this transformation process by creating innovative market solutions with environmental, social, and economic value. To date, there is no consensus on the skills education should deliver to create sustainable entrepreneurs to solve sustainability challenges. The goal of this article is to identify sustainable entrepreneurship education factors that enable effective education of future sustainable entrepreneurs. An academic search engine and bibliographic database were searched for documents written in English and published between 2012 and April 2023 to identify existing educational models discussed in the current literature in sustainable entrepreneurship education (SEE). The review process resulted in a set of 59 empirical and non-empirical papers on SEE. The data analysis revealed different educational frameworks for sustainable entrepreneurship (SE), both developed for use in higher education institutions and secondary schools.

The balance between theory and practice in architectural education is a permanent element of the discussion on teaching architecture. The article discusses the method of implementation of practical knowledge of the architectural profession at Poland’s largest department of architecture – Cracow University of Technology. Showing the subsequent stages of the education process on the way to obtaining authorization to independent design in Poland. Against this background, the didactic methods used in the initially experimental subject and now regular one taught at the Faculty of Architecture of the Technical University of Cracow together with the Chamber of Architects of the Republic of Poland since 2018 are discussed. The results of this collaboration and the didactic effects are discussed. The experience of adapting methods for remote education in connection with the pandemic of Covid-19 is also presented. In conclusion, because of the obtained results in response to the legal changes introduced by the State, the proposed new model of professional practice is discussed which, in the coming years, will cover all architecture universities in Poland.

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.

The goals of the Agenda 2030 require a significant effort to educate and train new generations on sustainability issues. This article presents an initiative in favor of the evolution of the contents and the pedagogy of economics at the University level. We present the new “Ecological Money and Finance” textbook developed by SDSN France. We detail the assumptions, contents and learning objectives proposed in this new textbook. Then, we describe how it can be used in the framework of an experiential pedagogy of economics, taking as a case study the fundamental economics course of the Grande Ecole program at KEDGE BS.

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.

For college students, speaking skills are a priceless commodity that can solve a wide range of social, professional, and academic problems. Proficiency in oral communication allows students to express themselves coherently and convincingly in academic and workplace contexts, which improves their involvement in group projects, presentations, and class debates. This paper determines to collect literature to prove that speaking skills can be a panacea for college students in the classroom and the workplace. Having speaking skills is, in fact, a college student's greatest asset, providing a plethora of advantages that go beyond scholastic achievement to encompass personal and professional growth. These abilities should be prioritized in colleges and institutions, with thorough curricula incorporating technological integration, practice opportunities, and public speaking courses. More investigation is required to look into creative approaches to improving speaking abilities and helping students get past obstacles. In essence, emerging strong speaking skills prepare college students with a multipurpose device that improves various aspects of their lives, making it a true panacea.

Eliminating anxiety in higher education is essential to creating a positive learning atmosphere and improving students' general well-being. University students frequently struggle with anxiety, which is frequently made worse by social expectations, academic demands, and the adjustment to living on one's own. This article review aims to give collective ideas from relevant research articles to solidify such solutions in eradicating anxiety among students at the tertiary level. Eliminating anxiety in higher education necessitates a multifaceted strategy that includes identifying the problem, offering extensive support networks, encouraging a balanced lifestyle, fostering inclusivity, reducing financial stress, fostering a sense of community, fostering open communication, routinely evaluating tactics, and working with outside organizations. By implementing these measures, universities and colleges may foster a more positive, healthy environment where students can succeed academically and personally.

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.

Allocations of funding for higher education have typically focused on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund allocations for public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting the funding for teaching, research, and public goods intention. Taking Taiwan's Higher Education Sprout Project (HESP) as a unique example, we explored the effect of policy initiatives on public goods transformation. The data was collected from the Ministry of Education and Scopus database. First, the t-test and ANOVA were used to detect the differences between the system and sector; Second, regression analysis was used to determine influential factors for funding allocations; Final, structural equation modeling (SEM) was used to explore the causal effects among the selected variables. The study found that only diversity was shown in private technology groups receiving less HESP funding. The findings suggest that the funding allocation may not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming the public good through special funding can play a critical role in policy intention in neoliberal higher education.

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.

The objective of the present study was to apply an intervention program based on emotional ed-ucation and self-knowledge, in students of the degree in Education to verify changes in wisdom. For this, the 3S-WS questionnaire was administered before and after 8 weeks of intervention, an-alyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wis-dom) in 3rd and 4th year students of the degree in Education, specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable de-velopment of the 2030 Agenda.

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.

On the termination of nearly twenty years since the beginning of commercialization of the Ukrainian higher education the intensity of discussion of its purposes, results and possible amendments don't decrease neither among experts, nor among the interested public. Supporters and opponents of commercialization note that education is that social branch which participates in the formation of prerequisites of economic growth. The main point of the article is to disclose the essence of the phenomena of economism and commercialization. Economism is seen as part of globalization of education, a global corporatization of education provides training for the global labour market, using human capital economic theories. As noted by George Spring, the human capital, economists argue that investments in education lead to economic growth, reducing income inequality and increasing employment. The article confirms that the state educational policy as a component of social policy is one of instruments of influence of the state on formation of social structure and is directed ​​ to the solution of problems of societal level. It does relevant sociological examination of transformational processes in education and, in particular, results of commercialization. Thus, it is possible to claim that the educational system tests the uncommon influence of globalization, forming and building a peculiar system of the relations and interaction.

3D-printed models with high anatomic fidelity are an increasingly viable tool in simulation-based medical education. One advantage of 3D models is they provide enhanced tactile and spatial understanding of complex anatomy to develop technical skills used in minimally invasive procedures. We propose that 3D anatomical models can improve the development of Interventional Radiology vascular access skills – first described in the 1950s as the Seldinger Technique – for pre-clerkship medical students. Early adoption of 3D-printed technology in pre-clinical medical education can lead to improved student engagement and satisfaction when learning procedural techniques. This study involved creating a 3D model of the upper extremity vasculature from an anonymized CT angiogram, using it as a medical education tool for 31 pre-clinical medical students practicing the Seldinger Technique on a prefabricated venipuncture arm, and assessing student satisfaction with this form of learning. Overall, attendees responded positively to the incorporation of the 3D model in medical education to improve their anatomic understanding and application to the Seldinger Technique. These results indicate that the use of 3D models in simulation-based medical education can provide benefits to acquiring technical skills and the potential to decrease training costs without harming a patient.

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.

In this paper, a distinction is first made between environmental, sustainable and green chemistry; the last two are then examined in relation to the more general problem of the environmental education. A brief historical digression on the STS (Science, Technology and Society) movement tries to dissect the reasons why chemistry is seen by the general public as a problem, not as a decisive resource for the realization of the ecological transition. Although sustainable and green chemistry can be decisive in overcoming the insularity of chemical disciplines in the high school, it fails to effectively embed itself in educational practices. Specific operational goals, supporting a real scientifical and technological literacy in sustainable and green chemistry, can help chemical educators. They are provided at the end of an examination of the founding axes of sustainable and green chemistry, according to the criteria of scientific and technological literacy.

Abstract Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socio-ecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practices and barriers of enacting such forms of RHE are shown. This study revealed seven educational practices that occurred across the innovation niches. It is important to note these practices are enacted in different ways, or are locally nested in unique expressions, For example, while the ‘practice’ of Cultivating Personal Transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practices are derived from twenty-six narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms from October 2021 and included 21 participants active in Dutch Universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 minutes in total length and included both English (14) and Dutch (12) interviews. These episodes were analyzed through transition mapping a method based on story analysis and transition design. The results include seven design practices such as Cultivating Personal Transformations, Nurturing Ecosystems of Support, and Tackling Relevant and Urgent Transition Challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges.

Transformative education significantly advances society's growth as an essential doorway to fresh language learning chances. It equips people to succeed in a complicated world by encouraging critical thinking, inclusivity, social responsibility, lifelong learning, and international collaboration. Adopting transformative education can result in a more inventive, sustainable, and equal society where everyone can realize their potential and advance society's interests as educational systems change. This paper aims to gather literature regarding how transformative education becomes a door toward new learning opportunities in societal development especially language. Transformative education may produce a generation of knowledgeable, sympathetic, and proactive students who can bring about constructive social change by prioritizing holistic development. Hence, educators should work to foster a learning atmosphere where all students feel supported and respected. Through integrating social justice ideals into the educational process, transformative education equips students to act as change agents and advocates for equity both within and outside their communities.

Applied talent is not only a builder of human civilization but also a promoter of economic development. They not only need systematic and solid engineering theoretical knowledge but also rich engineering practical experience. Applied undergraduate colleges are the cradle for cultivating applied talent and shoulder the important mission of cultivating various types of applied talent for society. With the rapid development of higher education, the number of applied undergraduate institutions has sharply increased, but the quality of applied talent cultivated by them has shown a significant decline, which greatly restricts the pace of industrial development in the world. This article proposes a new concept of promoting the "three certificates" (graduation certificate, degree certificate, and skill certificate) education model in applied undergraduate colleges, which is of great significance for the country to cultivate composite talents with the ability of "product design, production management, and product processing" at the same time.

Considering the multifaceted nature of neurodegenerative diseases like dementia and the neces-sity for interprofessional knowledge, this research extends its scope to encompass professionals with diverse levels of training and experience in dementia care. A need analysis for the project “My INdividual Digital EDucation.RUHR” (MINDED.RUHR) is conducted to develop an au-tomatized recommender system for individual learning content using AI. In this sub-study, the aim was to reveal didactic specialties, knowledge gaps and structural challenges of further edu-cation in dementia care of different health professions and to derive learning preference personae. Eight focus group interviews among nine health professions and up to six participants (n = 34) each took place to survey distinct didactic experiences and learning needs. The results reflect various learning preferences, with a propensity to multimedia, practical and interactive tasks. Health professions are used to digital education but show aversions against certain e-learning formats. The derived learning preference personae constitute profound blueprints for a us-er-centred digital education design process, aiming to establish personalized and representative further education in dementia care applicable to various individual preferences and structural workplace challenges of healthcare professions.

IIt is important that Master’s Degree students in psychology, regardless of their future specialisa-tion, know about Attention Deficit Hyperactivity Disorder (ADHD). The aim is evaluate and an-alyse the ADHD-related knowledge held by students of Early Childhood Education and Primary Education. The findings that were obtained in this study (on the chronicity of the disorder, changes in manifestations throughout the life cycle, and the importance of early and multidisci-plinary intervention) have clear implications in relation to the specific training in ADHD for fu-ture teachers. It is essential to broaden the specific training in relation to ADHD in studies for the Master’s Degrees in Early Childhood Education and Primary Education and through contin-uous training.

Lifelong learning has been integral to advancement of the nutrition and dietetics profession and its practitioners. Both the Commission on Dietetic Registration (CDR) and the Academy of Nutrition and Dietetics (Academy) advocate for continuous skill development and professional growth. Responding to evolving environmental trends and diverse practice perspectives, CDR joined the Joint Accreditation for Interprofessional Continuing Education organization in 2020 and CDR is transforming its own continuing professional education (CPE) requirements and prior approval program. This paper, a historical perspective and current state review, chronicles past and recent developments in nutrition and dietetics CPE, including opportunities for reflective learning and interprofessional continuing education (IPCE). Also explored are the establishment and expansion of the Joint Accreditation organization and its standards, as well as applicable case examples. Additionally, the paper outlines CDR’s and the Academy's strategies to advance inclusion, diversity, equity, and access (IDEA) within the profession and identifies how CPE advancements may facilitate accessible and equitable CPE for an increasingly diverse membership of practitioners. Nutrition and dietetics professionals stand to benefit from a more comprehensive understanding of CPE changes and the opportunities they may bring to the future of the profession.

The COVID-19 pandemic has brought about major changes in our world and has accelerated the progress of the job market. This presents both a challenging and exciting prospect for the workforce in the future, particularly in 2030 and beyond. Through thorough literature reviews, this paper navigates the constantly changing landscape of education and employment. It specifically focuses on the importance of preparing students for the jobs of the future by fostering skills such as adaptability, critical thinking, empathy, integrity, optimism, proactivity, and resilience. The pandemic has accelerated the need for online learning and remote work skills, which are now essential for future success. Through observations, the paper also examines the pulse of the situation in Iligan City, Philippines, where aligning educational institutions with the changing job market is crucial. Overall, this paper has significant implications for educational reforms and real-world challenges, creating a guide for institutions to empower students and contribute to the city's economic growth. Significant information suggests that in a constantly evolving world, those who are prepared, adaptable, and equipped with the skills to shape the future will succeed. Iligan City is well-aware that it needs to position itself to play a pivotal role in this journey.

An out-of-hospital cardiac arrest (OHCA) is one of the leading causes of death in the world. The survival rate can be influenced by the Chain of Survival. The school is the institution that has the opportunity to promote the education of citizens in Basic Life Support (BLS), increasing the number of trained bystanders. This study aimed to identify the theoretical and practical knowledge and self-reported skills in BLS, in order to characterise the motivation to intervene in an emergency situation. A quantitative, descriptive, cross-sectional, and analytical study of the survey type was developed with a sample of 1215 students enrolled in 10th grade of secondary education in 2019-2020 in Portugal. The results point to a fragile appropriation of theoretical and practical knowledge in the field of BLS. Self-declared competences tend to rank below the theoretical knowledge manifested. Motivation to intervene is high: students are sensitive to the topic, willing to learn and highlight the importance and social relevance of the topic. We conclude that students do not feel nor are able to intervene in an OHCA episode. It seems necessary to develop didactic proposals that align the teaching of BLS with the Essential Learning at the end of compulsory education in Portugal.

Introduction: In the medical area, teaching is essential since it must offer the appropriate instruments to demonstrate that graduates have acquired the necessary skills. Objective: Evaluate the quality of research in residents of medical specialties after a standardized digital training program with rubrics. Methods: An observational, prospective research study in resident physicians of seven medical specialties first-year of an introductory program to methodology. It is integrated with the result variable through the quality of the final product and the quality variable will be measured with an ad hoc questionnaire validated by the Delphi method with a consistency level of 3-3. The data will be integrated into a base of the SPSS system and determined with the Chi-square test considering a minimum significance of 0.05. Results: 85 first-year medical residents (n=85) enrolled in the Research Seminar. The mean age was 31.34 years (± 3.96). About gender Male 38±31.13 Female 31.51±3.83. The global final grade was 80.61 (± 9.59) and the global sat-isfaction of the course was referred to as good by 62.2%. We observed a positive relationship between the scope of evaluation and the level of satisfaction. Conclusion: The research seminar implementation in a b-learning mode in response to the educational needs in medical residents for the field of health education showed a relationship between higher qualification, higher satisfaction, as well as determining that the comprehensive evaluation through the use of rubrics standardized allowed to delimit the deficiencies and strengths for timely feedback influencing the process of acquiring skills and the quality of the final product.

Many countries have implemented free early childhood education to solve the affordability and accessibility problems without considering the sustainability of policy; thus, they have to discontinue the policy. The city of Nanjing, China, is no exception. This case study adopted a mixed-methods approach to understanding how and why the policy was formulated, implemented, and failed in the city, using the “policy cycle” framework. Altogether 232 kindergarten principals and teaching/research staff were randomly sampled and surveyed, and 5 kindergarten principals and 5 teaching/researcher staff were interviewed. The results indicated that there were many obstacles to the policy’s sustainability, including the conflict of interest, the inefficient policy implementation, the insufficient funding, and more social inequality issues. And the policymakers made mistakes in the five domains of the policy cycle: the context of influence, the context of policy text production, the context of practice, the context of outcomes, and the context of political strategy. Finally, the lessons for a more sustainable policy decision process are discussed.

Digital skills are essential in today’s digital age, which means that students must gain technology-enhanced skills from higher education for their future careers. Studies in Art & Design (A&D) programs in this university surveyed three faculties’ perspectives and nineteen students’ experiences. During the COVID-19 pandemic, this university changed its teaching and learning strategies by offering courses online during autumn 2020 and spring 2021 during mandatory quarantine. However, the A&D program was not entirely based online. As a result, it is important to take a closer look at the A&D programs offered in order to assess the faculties’ perspectives and students’ experiences during the two online semesters. The study included online surveys from instructors’ perspectives and with regard to students’ experiences about the quality of studio learning, traditional studio learning opportunities, and online studio learning opportunities via either live (on-campus) or online studios. Using relationship-based research design, posttest data surveys were collected to ascertain the differences in the mean scores, standard deviations, and percentages of some forms of agreement between the faculties’ perspectives and students’ experiences of the quality of studio learning, traditional studio learning opportunities, and online studio learning opportunities in these Art & Design (A&D) programs. This quantitative research aimed to develop formative assessments and suggestions while establishing whether it would be possible to hold all A&D courses online in a higher education setting.

This article analyzes the assessment of the four development levels of the Digital Teaching Competence (DTC) to recognize the needs and formulation of challenges in training and educational innovation required in the pedagogical practices of university professors under the current context of the Covid-19 pandemic. The study used an empirical-analytical methodology with a non-experimental, transactional, descriptive design. The sample design was probabilistic, estimated with 95% confidence and 5% error among 252 teachers from various faculties of the University of La Guajira. The selected instrument corresponded to the rubric's application to evaluate the university professor's digital teaching competence in Latin America. Among the study's significant results, we highlight that the rubric presented a high Cronbach's alpha reliability (α: 0.947). In the general assessment of DTC development, it was estimated that 78.2% of teachers are in the first two levels of DTC development assessment (Beginning and Middle). The evaluation rubric allows identifying challenges and opportunities that teacher training must address to advance the professional development of professors.

The concept of using eye-tracking in virtual reality for education has been researched in various fields over the past years. With this review, we aim to discuss the recent advancements and applications in this area, explain the technological aspects, highlight the advantages of this approach and inspire interest in the field. Eye-tracking has already been used in science for many decades and now has been substantially reinforced by the addition of virtual and augmented reality technologies. The first part of the review is a general overview of eye-tracking concepts and its applications. In the second part, the focus shifted towards application of eye-tracking in virtual reality. The third part is the description of the recently emerged concept of eye-tracking in virtual reality when applied to education and studying, which has not been thoroughly described before. We describe the main findings, technological aspects and advantages of this approach.

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

Education is an imperative key to driving sustainability and gender equity. In addition to addressing well-known female deficiencies in leadership training, it is really important to develop initiatives in sustainable leadership education for women to acquire skills, competencies and tools on leadership and to increase their self-perceptions. The purpose of this study is to assess a Women’s Leadership Program for university students. The sample consisted of 50 students enrolled in the program. A mixed-method approach was applied. Quantitative methods with a survey were conducted to evaluate the training and the achievement of leadership skills. In the data analysis, a descriptive statistics variance analysis, using a Welch statistic and T2 Dunnett test, was applied. Qualitative research methods were conducted through three focus groups to evaluate personal changes in their own-perceptions and self-confidence. Results suggest that the female students in the program reached a level of leadership knowledge with practical tools for their future. The program inspired them and confirmed changes in their personal capacities or self-confidence, including reflection about facing challenges in the work environment. The findings support the effectiveness of the specific education in breaking two barriers shown by the literature for women to getting a managerial position: lack of training and female self-confidence.

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

In this paper, we discuss major issues of mathematics teaching and learning in Nepal. The issues coming from theories such as social and radical constructivism suggest that teachers are not trained to use such approach in teaching mathematics, and there is a lack of teaching aids and materials and technological tools. The issues related to social aspects are gender issues, language issues, social justice issues, and issues related to the achievement gap. The cultural issues are related to the diversity of language and ethnicity. The issues related to political aspects are equity and access, economic status, pedagogical choice, and professional organizations and unions. The issues related to technology include the technological skills, use of technology, and affordance. Finally, we suggest that all the stakeholders should pay attention to resolving these issues by improving the curriculum, training teachers, resourcing the classroom with locally made and new technological tools.

Policy initiatives by the United Nations and EU institutions have emphasized the need for higher education institutions (HEIs) to fulfill a significant role in the green transition, and that they tend to fall short of the achievement of this objective. Multiple studies indicate that HEIs assign high importance to the integration of environmental sustainability on a strategic level but generally lack dedicated policies of integration in operational aspects. This paper analyzes the state of the art on research on HEI sustainability and maps institutional sustainability self-assessment models, tools, and guidelines. The mapping was conducted in four prominent research areas: 1) sustainability integration in educational activities, pedagogical perspectives, and systemic transformations; 2) benchmarking sustainability of organizational transformation and operational op-timization, and links between developmental priorities and educational settings; 3) whole-system approaches focusing on the design and implementation of whole-institution sustainability plans; and, 4) HEI sustainability culture and operations. Best practices were selected on criteria of 1) the effectiveness of self-assessment models, tools, and guidelines in each respective research area; 2) the degree of integration of systems thinking and/or modelling; and 3) the incorporation of qualitative indicators for stakeholder engagement.

Objective: The article presents a methodology for the design and validation of two assessment instruments: one focused on competency development and the other on knowledge acquisition on sustainability, aimed at nutrition students from a Mexican university. Method: These instruments were adapted using the triangulation methodology and administered to a group of 45 students after receiving an intervention based on the systemic approach to nutrition. Following the intervention, an analysis of the results was carried out to validate the reliability and validity of the instruments, and to evaluate the impact of the intervention compared to a control group. Results: The findings indicated that the dimensions used in the instrument are suitable for evaluating competency development, additionally, it was found that both instruments are reliable tools for assessing competency development and knowledge in sustainability among nutrition students, concluding that they have the potential to be used for evaluating education in sustainability. Furthermore, the results reveal that the application of an intervention based on the systemic approach to nutrition has a positive impact on the development and acquisition of sustainable nutrition education. The students who received the intervention achieved significantly higher scores in all sustainability sub-competencies (W=100, p=0.019), as well as in the total percentage of sustainable knowledge (w=53, n=0.01). Conclusions: The results of this study pave the way for the operationalization of competency and knowledge dimensions in food sustainability, which can contribute to the evaluation of sustainability education and its impact on the training of nutrition students committed to sustainability.

The text examines the assessment of learning in science and the use of technologies like Scratch to enhance this process. Assessment is crucial for measuring progress and guiding teaching, especially in science where it fosters scientific skills and understanding. The study focuses on third-year secondary education students, evaluating the impact of Scratch on their learning compared to a gamification approach. Scratch, developed by MIT, is effective in interactive teaching and improves academic performance and student motivation. The research used an experimental design with a control group (gamification) and an experimental group (Scratch), measuring acquired knowledge through pretests and posttests. Results show that both groups significantly improved their knowledge, although the control group had a higher baseline initially. Students valued collaboration and playful learning. However, they faced technical challenges and highlighted the importance of teamwork. The study concludes that Scratch has great educational potential, suggesting improvements such as redesigning activities and increasing work sessions to maximize its effectiveness in learning and student motivation.

Occupational injury is widely acknowledged as a significant public health concern. There is a dearth of knowledge regarding occupational harm within the context of small-scale and woodworking firms in Cameroon. The objective of this study was to examine the knowledge and practices of woodworkers in Cameroon with the purpose of formulating suggestions for enhancement. This study employed a quantitative research design and targeted a sample of 223 workers. The participants were selected a snowball sampling approach was used to select participants from small-scale and informal wood processing enterprises located in the Tiko, Mutengene, Buea, Ekona, and Muyuka districts. Data collection was completed using a structured questionnaire. The results of the study indicated that most individuals engaged in woodworking were male, of a younger age, and possessed limited experience. These woodworkers primarily acquired their skills through apprenticeship programmes and were known to work extended hours. The respondents exhibited a notable lack of knowledge and adherence to workplace health and safety procedures. The study found a statistically significant association (p<0.05) between woodworkers' age, medium of training, job category and their knowledge of specific occupational health and safety (OHS) components. The study revealed that there is a strong association between the practise of specific occupational health and safety (OHS) components and various factors among woodworkers. These factors include the level of education, the medium through which they obtained training, their work experience, and the type of employment. Importantly, each of these factors individually contributes to the observed association. The study suggests that it is necessary to implement effective strategies to reduce the incidence of work-related injuries. This can be achieved by improving health and safety promotion initiatives, particularly through the provision of pre-employment occupational health and safety (OHS) training for newly hired employees. Additionally, it is important to ensure that workers are equipped with appropriate personal protective equipment, as well as necessary supplies such as suitable fire extinguishers and first aid kits.

Background: The university must take on the challenges that arise at all levels. Within this mechanism, university professors play an important role as facilitators of knowledge. Aim: To analyse the motivations that influence the professional performance of Spanish university professors. Methods: 102 university professors from 9 Spanish public universities participated in the study. [Male: 54 (52.9%); Female: 48 (47.1%)]. A questionnaire of 22 closed-ended Likert-type questions was designed, scoring from 0-10 (do not agree at all, strongly agree). Results: The questionnaire, finally composed of 17 items, showed good internal consistency. (Cronbach's alpha=0.858). The validity analysis showed a value of 0.822 (>0.5) ) in the sample adequacy measure KMO (Kaiser-Meyer-Olkin) and Bartlett's sphericity test (p<0.0001). The exploratory factor analysis showed a clustering in 4 factors (2 for internal goods and 2 for external goods), explaining 64.33% of the total variance. Comparisons between each factor scores by gender (male and female) showed differences statistically significant by gender for factor F1 (higher for females) and F2 (higher for males). Finally, Q1 and Q13 showed a statistically significant correlation (p≤0.05) with years of teaching experience. Conclusions: The motivations of Spanish university professors seem to be associated with the age and gender of the teacher.

Background: The rapid flow of globalization makes the world free from barriers so that the existence of globalization gives birth to a new concept of "World Without Borders". This situation puts the character of millennials on the brink of collapse and needs to be straightened out. Based on the problems above, the researcher determines the question: How is the role of civic education in shaping millennial character in the era of globalization? Purpose: The purpose of this study is to determine the impact of the current globalization on society, as a form of knowledge of the importance of citizenship education as a shield in the era of globalization, knowing the role of civic education in shaping the character of the millennial generation. Method: The method used in this research is a literature review. The search for journals was carried out using the google scholar database with the keywords “citizenship educations”, “millennial generation”, and “globalization”. Feasibility studies are assessed based on title, abstract, and full text. Data analysis using qualitative analysis based on research findings. Results: The results of this study show the influence of globalization causes character problems in millennials increasing every year. The high nature of individualism, consumerism, and westernization shows the characteristics of Indonesia began to erode and eventually also impacted the moral damage. Therefore, prevention is necessary through citizenship education as the basis for character formation by the values of Pancasila.

Background: The rapid flow of globalization makes the world free from barriers so that the existence of globalization gives birth to a new concept of "World Without Borders". This situation puts the character of millennials on the brink of collapse and needs to be straightened out. Based on the problems above, the researcher determines the question: How is the role of civic education in shaping millennial character in the era of globalization? Purpose: The purpose of this study is to determine the impact of the current globalization on society, as a form of knowledge of the importance of citizenship education as a shield in the era of globalization, knowing the role of civic education in shaping the character of the millennial generation. Method: The method used in this research is literature review. The search for journals was carried out using the google scholar database with the keywords “citizenship educations”, “millennial generation”, and “globalization”. Feasibility studies are assessed based on title, abstract, and full text. Data analysis using qualitative analysis based on research findings. Results: The results of this study show the influence of globalization causes character problems in millennials increasing every year. The high nature of individualism, consumerism, and westernization shows the characteristics of Indonesia began to erode and eventually also impacted the moral damage. Therefore, prevention is necessary through citizenship education as the basis for character formation by the values of Pancasila.

Hypertension is a chronic non-communicable disease which is one of the main causes of serious cardiovascular disease death in the community. The level of treatment and health control for hypertensive patients is still not optimal due to lack of information. Aim was to identify various current methods of health education by nurses and their impact on hypertensive patients. Method Literature review research. The literature was obtained from the Scopus, Sage and PubMed databases with the keywords "Intervention" OR "Methods" AND "Nursing" AND "Hypertension". There are seven literatures that are determined to meet the requirements of the inclusion criteria. Results found three types of health education methods performed by nurses: 1) direct health education methods; nurses meet and meet face to face with patients in the form of individual teaching or training, 2) indirect health education methods; nurses are not face-to-face but use telephone or mobile communication aids to convey information and send SMS about health, and use internet-based websites to convey health information, 3) combined health education methods; nurses face to face with patients and follow-up care is carried out by indirect health education methods. The impact of health education methods carried out by nurses on hypertensive patients is that the level of patient adherence increases in treatment, increased knowledge levels, better blood pressure control, healthy lifestyle practices, adherence to diet, improved quality of life, and positive nurse-patient feedback occurs. in fulfilling mutually agreed upon treatment appointments. Conclusion health education methods carried out by nurses have a very positive impact on disease management and prevention of risk factors for complications in hypertensive patients.

ABSTRACT:This paper presents arguments for why it is important to include disability in the undergraduate medical curriculum. I, the first author am currently involved with my doctoral thesis proposal titled "Proposing clinician competency guidelines for the inclusion of disability in the undergraduate medical curriculum of South Africa. An exploratory study.” As part of my research, I conducted a literature search and developed arguments to strengthen the reasons why the research I propose in my thesis is necessary. It is important that I position myself in this research. I am a South African, Caucasian, female medical doctor, with an interest in physical rehabilitation medicine and I am a person with a physical disability. Although this research study will be conducted in South Africa, I am hopeful that the findings will be transferable to medical schools across the world.

Background: In PE, the methodology used to develop coeducation must consider the tastes and preferences of students. The purpose of this work was to analyze how teachers work with different aspects of PE classes and how their work is perceived by students. Methods: The sample was formed by 176 teachers and 1,136 secondary school students. The research design was descriptive. The Questionnaire of Coeducational Aspects in Physical Education for teachers and the Questionnaire of Perception of Equality and Discrimination in Physical Education for Students. Results: The different statistical analyses showed significant differences in how male and female teachers assigned responsibility to the students and their control of motor activity space. In regards to the students, significant differences were found between boys and girls in their opinions of how their teachers apply the same rules to all the students. Conclusions: No differences exist between male and female teachers in regards to their utilization neither of materials and sexist language or in their evaluation and feedback given to the students. In regards to the students, girls perceive to a greater extent than their male counterparts that the activities in PE classes promote equality in the improvement of their capacities.

Purpose: This study investigates the implementation and impact of maker culture—viewed as a tool for developing green digital skills—in higher education institutions in Hong Kong. Maker culture, a collaborative educational approach, embraces students’ capacity for self-paced, autonomous learning and applies this knowledge to creative problem-solving and innovation, key aspects of sustainability education. Methods: An empirical study was conducted, focusing on the experiences of teachers in the higher education sector in Hong Kong. Eight individuals were interviewed to gain insights into their perceptions and experiences with maker education within sustainability contexts. The sample was limited to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. Results: The findings provide valuable insights into the benefits and challenges of integrating maker education into traditional educational systems to foster green digital skills. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Conclusion: Maker education, as a tool for developing green digital skills, offers a promising alternative to traditional performance-based studies. It has the potential to lead to a future of education that is creative, innovative, and student-directed, fostering sustainability competences. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes, advancing sustainability education.