Incorporating AI tools like ChatGPT into higher educational settings has been beneficial for education, yet the extent of user satisfaction with the information provided by these tools, known as user information satisfaction (UIS), remains underexplored. Our study introduces a UIS model specifically designed for ChatGPT's application in the educational sector. Drawing from established UIS theory, we crafted a model centered around seven essential factors that influence the effective use of ChatGPT, aiming to guide both educators and learners in overcoming common challenges such as plagiarism and ensuring the ethical use of AI. We gathered data from Indonesian university participants and applied Structural Equation Modeling using Smart-PLS 4.0 for our data analysis. The results reveal that completeness, precision, timeliness, convenience, and the format of information as the most influential factors driving user satisfaction with ChatGPT. Interestingly, our research indicated that the accuracy and reliability of the information, typically deemed paramount, were not the primary concerns in the academic use of ChatGPT. Our findings lead to a recommendation for a cautious approach to the integration of ChatGPT in higher education. We advocate for a strategic use that recognizes its innovative potential while also acknowledging its limitations, thus ensuring a responsible and effective application in educational contexts. This balanced perspective is crucial for integrating AI tools into the academic fabric without compromising educational integrity or quality.

Anatomy education plays a critical role in medical practice, and the level of anatomical knowledge among students and physicians significantly impacts patient care. This article presents a pilot project conducted by the University of Milan aimed at exploring the effectiveness of the Area9's Rhapsode platform, an intelligent tutoring system that uses artificial intelligence to personalize learning and collect data on mastery acquisition. The study focused on liver anatomy and employed a flipped classroom approach, incorporating adaptive learning modules and an interactive in-class session. The project's execution, outcomes and preliminary pedagogical considerations are discussed. The results demonstrated improved learning quality, positive repurposing of study time, enhanced metacognitive awareness among students, with most of students demonstrating conscious mastery of the materials and a clear understanding of their level of competence. This approach, by providing valuable insights into the potential of artificial intelligence-based adaptive learning systems in anatomy education, could address the challenges posed by limited teaching hours, shortage of anatomist and the need for individualized instruction, with recommendations for future research and the expansion of adaptive learning modules to other anatomical districts.

In this paper, we present a multimodal dataset for the analysis of classroom atmosphere, based on the behavior and voice of teachers in teaching scenarios. we propose four visual models, three audio models, and one visual-audio dual-modality model to be tested on our dataset. The results indicate that the CH-CC dataset is feasible and reliable and that the visual modality plays a major role in the analysis of this dataset.

Rabies is endemic in southern Bhutan and children were reported to be the most frequent victims. We surveyed the knowledge, attitude, and practices on rabies among school children in three schools located in southern Bhutan. Descriptive statistics and logistic regression were performed to analyze the level of knowledge and variation of perception towards rabies among secondary school children. A total of 701 students (57.9% female, 42.1% male) had participated in the survey of which 98.2% heard about rabies. Most of the students demonstrated a good level of knowledge (59.7%) and a favorable perception towards rabies (57.7%). Multivariable logistic regression analysis revealed the importance of previous rabies awareness campaign increasing the likelihood of positive knowledge about rabies at the individual student and the school level. Similarly, higher grades of students’, employed mothers of the students, and students from villages were associated with more favorable perceptions. Overall, our study in rabies endemic areas of Southern Bhutan showed that most of the students have good knowledge and favorable perception towards rabies. However, we identified several knowledge gaps. Therefore, efforts should be made to address the knowledge gaps through regular awareness programs by actively engaging key stakeholders such as school-teachers and parents.

The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.

This brief communication intends to develop critical thinking on the development at different levels that could be evaluated in the well-being of humans from the local development towards a global scale or planetary point of view. Therefore it was presented and discussed how Artificial Intelligence tools could provide important contributions and influence in the design of critical thinking to develop ideas and insights within Research as well as funding for technology transfer. In this context it should be highlighted that the generation of funding and economy for sustainability that it should be based on critical thinking and analysis of what is need it from the close surrounding towards longer distances as well as in the inversed direction. In this regard, the main axes that support it are based on the importance of entailment of individuals in their close surrounding as well as to longer physical distances and cultural differences. An in this context it should be highlighted the existence of large diversity and varied Multicultural differences. These factors could affect the developments of technology, education; level, and quality of life. Thus the Economical and development indexes could be largely varied and different between them. For this reason it should highlighted the local development within shortened times by interacting to receive or provide materials with aggregated value or non-tangible values. Therefore, it could be accelerated the process of improvement in a targeted field looking for average homogeneous development everywhere. And there, it is where the link-up and transfer strategies of technology and education by creation of varied strategies in communication media. As for example the communication plays an important role to transfer knowledge within the different social status and imagining the development of thinking that later it will be the basis for the next generation of technology. By this manner, it could be coupled different levels of educations degrees by a factor in common related with curiosity and open minds to learn, work, and live together in the context of developments of new smart manners of living where economy and new encrypted currency are involucred and provide by different manners sustainability. In these perspectives the development and education at the University and higher degrees taking into account the transmission of important factors such as; i) entailment , ii) development of knowledge, and iii) transference, is fundamental. Finally, it should be highlighted the particular need of good human relationships, emotional intelligence, and diplomacy to afford from the simplest challenges to the higher ones.

The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge, as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance. An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including "medicine," "assessment," "open book examination," "open book exam," and "open book assessment," combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist. The analysis identified three primary thematic categories: ' Teaching Strategy for Pandemic and Challenging Conditions,” Tool of Learning & Educational Impact” and “Operational Challenges & Future Directions”. These themes were explored to understand the role and impact of OBEs in medical education. The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, OBEs have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals’ adept at navigating and applying complex information. Further research is recommended to solidify these findings and to expand the understanding of OBEs in medical education.

The world of education has changed. And for all the trials and challenges of managing education during a pandemic, we have also learned a few things that can make our teaching and learning experiences even better in the future.The pandemic imposed constant balance exercises in all aspects of our daily life, including education. Suddenly the living room of the house turned into a work space, the kitchen replaced the canteen, the children's office became a student seat. There was a new area of unknown, irregular and unpredictable forced experimentation. Now what is right, beneficial and effective is an unanswerable question in the absence of previous experience, and the only way to answer it is by trial and error.Universities, in the context of "emergency" remote teaching, also had to experiment. Professors and students found themselves inside virtual classrooms, facing digital boards, closed cameras and microphones.How could a professor not be frustrated by low levels of interaction during the lesson, and how could a student understand a problem without disrupting the fragile digital teaching flow? What was the learning outcome after each two-hour e-teaching? Was the learner's attention maintained, the learning objective achieved, knowledge transferred, new skills acquired? The answers had to be given through experimentation, creativity and innovation.To stop digital teaching from being monotonous and boring, we tried to turn it into a game in order to engage students and lead to better learning outcomes. Gamification is the use of game mechanics in non-game situations. It involves the use of video game elements, such as leaderboards, levels and badges in non-game activities aimed at improving the user experience and increasing user engagement. We find examples of gamification in various fields, e.g. in physical exercise and health (Pereira et al., 2014; Johnson et al., 2016), in the promotion of products and services (Huotari, & Hamari, 2012) and, of course, in education (Triantafyllou & Georgiadis, 2022). For example, airlines enable travelers to earn points with each trip that they can later redeem, or sports equipment companies have developed apps on smart phones and watches so that users can celebrate their performance with digital trophies, compete and challenge their running friends.In the learning process, gamification includes direct feedback mechanisms for learners, point systems, ranking tables, prizes, badges, progress bars and avatars among others, with the main objectives of mobilizing, encouraging and guiding the participant to achieve learning progress. Game-based learning makes the most of these mechanisms with an a priori architecture, which clearly defines the goal of the game, its basic functions and scenario, the rules of progression, competition and interaction with the application and teammates (Triantafyllou & Sapounidis, 2023).The reason why gamification is of particular interest is that research shows an increased degree of involvement and interest of participants when an environment or activity incorporates elements of gamification (Triantafyllou & Georgiadis, 2022). Game-based learning therefore activates not only cognitive functions, such as attention or perception, but also feelings of excitement, surprise, joy, sadness or even anger. This experience results in the achievement of meaningful learning objectives, such as deepening knowledge and developing intrapersonal (e.g. project scheduling) and interpersonal skills (e.g. collaboration).

Artificial intelligence-powered generative language models (GLMs), such as ChatGPT and Google Bard, have the potential to provide personalized learning, unlimited practice opportunities, and interactive engagement 24/7, with immediate feedback. However, to fully utilize GLMs, properly formulated instructions are essential. Prompt engineering is a systematic approach to effectively communicating with GLMs to achieve the desired results. Well-crafted prompts yield good responses from the GLM, while poorly constructed prompts will lead to unsatisfactory responses. Besides the challenges of prompt engineering, significant concerns are associated with using GLMs in medical education, including ensuring accuracy, mitigating bias, maintaining privacy, and avoiding excessive reliance on technology. Future directions involve developing more sophisticated prompt engineering techniques, integrating GLMs with other technologies, creating personalized learning pathways, and researching the effectiveness of GLMs in medical education.

Introduction. Environmental Health in a Global World at New York University was re-designed as a class participatory effort, challenging undergraduate students to understand environmental hazards and the resultant adverse health outcomes by embracing the inherent complexity of environmental risks and proposing solutions. Methods. Following introductory lectures, students are placed into teams and assigned a specific perspective, or avatar, which includes learning to see the challenge from the perspective of a technical expert such as a biologist, an engineer, or an anthropologist. The teams then design specific systems maps to visualize the complex interactions that lead to adverse health outcomes after a given environmental exposure. The maps highlight potential leverage points, where relatively minor interventions can provide a disproportionate benefit in health outcomes. The teams then explore potential interventions and identify the potential unintended consequences of those actions, develop and advocate for innovative new strategies to mitigate risk and improve outcomes. Results and Discussion. Over the past 5 years we have taught this methodology to over 680 students with strong, student-oriented results. The teams created and presented more than 100 strategies, addressing a diverse set of environmental challenges that include water contamination, gun violence, air pollution, environmental justice, health security, and climate change. Developing the strategies helped the students understand environmental threats in a more holistic way, provided them with some agency in finding solutions, and offered an opportunity for them to improve their presentation skills. The responses in course evaluations have been enthusiastic, with many students reporting a deep impact on their college experience.

Teaching kinematic rotations is a daunting task for even some of the most advanced mathematical minds. However, envisioning and explaining the three-dimensional rotations can be highly simplified by changing the paradigm. This paradigm change allows for a high school student with a understanding of geometry to be able to not only develop the matrix but also explain the rotations at a collegiate level. The proposed method includes the assumption of a point (P) within the initial three-dimensional frame with axes (x ̂_i, y ̂_i, z ̂_i). It then utilizes a two-dimensional rotation view (2DRV) to measure how the coordinates of point P translate after the initial axis is rotated instead of using the established Euler's formula. The equations are used in matrix notation to develop a direction cosine matrix (DCM) for future equations. This method provides a high school student with an elementary and repeatable process to compose and explain kinematic rotations.

The Covid‐19 pandemic, evolving needs of students & mentors, and the drive for global educational equality are collectively shifting how courses are packaged/distributed, ushering a more holistic approach and blending of fields. We recently created interdisciplinary courses in chemical biology aimed at massive open online and small private levels. These courses cover biology, chemistry, & physics, and concepts underlying modern chemical‐biology tools. We discuss what we learned while creating/overseeing these courses: content optimization and maintaining material freshness while fostering a stimulating learning environment. We outline mechanisms that help sustain student attention throughout rapidly‐moving courses, how to integrate adaptability to students’ needs in the short & long term, and speculate how we could have improved. We believe this will be an important guide for anyone wanting to develop online learning formats ideal for nurturing interdisciplinary scientists of tomorrow.

Because of the covid-19 pandemic, world development has de-escalated, and some have come to a halt because there are many new problems that this era never faced before. Especially in Indonesia's education, every student in this millennial era who is already used to face-to-face lectures and teachers and professors are going through massive changes where every task will be done virtually. These actions are being done to prevent the spread of Covid-19. With online meetings, there will be many changes in the curriculum to find an effective way of studying, and the former curriculum will not fit because it was made for the offline lecture. Also adapting to it will take time. This article will bring up Indonesia’s education progress in this era while Covid-19 pandemic is happening and give an insight on how to anticipate this problem. Questions that arise from this topic are the effect of government effort on holding the pandemic, is it safe if school will be opened soon, and how education after this pandemic is. This research uses literature review methods where it’s done by search, gather, compile and interpret data that is being used. The data are from the latest research, namely from 2019 to 2021 published through Google Scholar, totaling 11 articles, and few online news to keep relevancy of the topic. The results of this study indicate that Covid-19 produces a change that is worse than the good. Even so, the government has allowed face-to-face and online learning according to the consent of students and parents. Thus, the community, especially students, teachers, and others, are expected to uphold education even though it is required to adapt according to existing protocols. From the research, literature review methods proved to be effective to study this topic while Covid-19 is happening to keep safety measures, but it does not give many details and specific information well. This method is recommended to researchers who don’t want to risk their life by being exposed to the pandemic.

Academic failure, low attendance, financial difficulties, and mental illness are some of the major reasons most students drop out of high schools. We investigated how high school dropout risk is affected by socioeconomic, demographic, and institutional characteristics. Therefore, research design is composed of a literature review, Questionnaire surveys by interviewing each student. Besides, the analysis and statistical modelling, the Logistic Regression method was used. The results show that academic performance, job, lack of interest and low learning ability were the significant individual characteristics that affect the high school dropout. Moreover, parental characteristics, including financial condition, lack of awareness, and education, are significant factors associated with high school dropout rates. Some other related factors, such as adaptability and influence of the peer groups, abandoning school by siblings, and extra responsibility at home and a joint family system, are also some notable factors that significantly affect the dropout rate in schools Malakand District of KP province. This research study delivered the results that contribute to the literature in education to identify different factors like student's own, parental, institutional, and household characteristics, which affect a student being a dropout from high school in Malakand district Pakistan.

A naked human eye can perceive objects down to a millimeter length. While lenses and microscopes have overcome this limit, the human mind still lacks perspective when navigating conventional scales (1), especially in the range that are less palpable to naked human eye (2,3). This problem is particularly acute in the context of science communication, where the conventional scale bar units facilitate little comprehension regarding the perception for factorial size differences (3). Here we aim to bridge the gap of scale factors and perspectives using a universal toolkit of objects, which can help comprehend the relative change in length dimensions up to 13 orders of magnitude difference. We further have demonstrated the use of such a universal object toolkit as a length perceptive scale by illustrating and narrating biological phenomena. The meter to picometer ‘length perceptive scale’ proposed here has the potential to cover majority of length scales present in the biological realm, and is analogous to the time compression methods widely used in explaining cosmos timeline (4). Our toolkit can also be calibrated according to the users need in their scientific communication and illustrations, which will aid the readers’ benefit in understanding the length scale perception of illustrated phenomenon.

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

Experiential learning in the field is an opportunity for students to enter the heart of a scientific discipline. Through such experience, they can extract conceptual clues and discover motivational stepping stones that will potentially influence the rest of their education and career choice. Unfortunately, in Biology, the inescapable topic of Next-Generation Sequencing represents a challenge when it comes to create an educational curriculum that aims to provide students with hands-on experience on sequencers. It is an even more difficult task to accomplish if one’s purpose was to set such curriculum in a field situation. However, in recent years, educators have seen possibility to bring Next-Generation Sequencing to the reach of students more easily, with the Oxford Nanopore MinION, a low-budget, user-friendly, hand-held sequencer. Academic researchers have illustrated the performances of this device in the field and are inspirational for curricula aiming to take the next generation of scientists in the outdoors. We designed a modular 5-day workshop, with nanopore sequencing to be performed in field conditions. Here we describe the material and methods that lead the students and instructors from sample collection, DNA extraction and preparation for nanopore sequencing with MinION to real-time analysis of the data collected. This curriculum was implemented for the first-time aboard Research Vessel Sikuliaq during a transit organized by the STEMSEAS program at Columbia University in collaboration with the University of Alaska BLaST program. The line of investigation formulated for the workshop was an open-ended question that led the students to establish a proof of concept in terms of technology deployment at sea: what will show metagenomic results from DNA obtained from sea water and sequenced with Oxford Nanopore MinION? The workshop took place in October 2018 while Research Vessel Sikuliaq sailed the Alaskans seas for 7 days. Students successfully used nanopore sequencing for multiple metagenomic seawater samples. Their introductory analysis was consistent with environmental conditions and they were able to present their results by the end of the workshop.

Breast cancer is an important disease that threatens the lives of women. The majority of breast screening health education is printed promotional material, which is ineffective in enhancing women’s knowledge on breast screening in Taiwan, and showed low breast cancer screening rate in women. This provided the impetus for us to carry out this study to understand the major barrier of women on breast cancer and screening procedures. This study used quasi-experimental design and purposive sampling. The study participants were 45–69 year-old women. Data collection was carried out before and after intervention. The health belief model was used as a research framework to examine changes in the study participants after multimedia health education intervention for detecting which factors most affect women's breast cancer screening behavior. Then we could make the policy for enhancing women's breast cancer screening in the future. Our study showed that after multimedia health education intervention, the scores of perceived susceptibility, perceived seriousness, perceived benefits, perceived barriers, cues to action, and self-efficacy in the experimental group were all significantly higher than the control group. We believe that the effectiveness of multimedia health education is better than traditional health education methods, and can enhance women to receive breast cancer screening.

This study set out to determine the effect of Tertiary Education Tax Fund (TETFUND) on management in Nigerian tertiary education. Specifically, the study sought to determine whether ETF fund allocations to Nigerian Tertiary Institutions significantly affect the enrollment ratio to Nigerian Tertiary Institutions in Nigeria. The hypothesis was formulated in line with the objectives of the study. Survey and Time series research design were adopted. Data were obtained from National Bureau of Statistics by use of financial ratios and tested using regression analysis with aid of SPSS statistical package version 20.0. Based on the analysis, the study found that ETF fund allocations to Nigerian Tertiary Institutions have no correlation with the enrollment ratio of Nigerian Tertiary Institutions. Based on the findings, the study recommends that to the intervention agency to achieve meaningful on its constituents fund allocations should commensurate with enrolment ratio of tertiary institutions in Nigeria.

Reflection in healthcare education is an emergent topic with many studies and reviews being published. The purpose of the present review is to map the literature in this field by performing a systematic review of reviews (umbrella review) and to explore which definitions and models are currently in use, how reflection impacts on design, evaluation and assessment and future challenges. Nineteen reviews were identified that satisfied inclusion criteria. Emerging themes were: reflection is currently portrayed as self-reflection and critical reflection with the epistemology-of-practice notion not being as much as expected in tandem with the evidence-based-medicine paradigm modern science advocates. Reflective techniques were recognised in multiple settings (e.g. summative, formative, group vs individual etc.) and have been associated with learning but assessment remains a research topic with issues of validity, reliability and replicability. Future challenges involve the epistemology of reflection in healthcare education and how to practice and assess reflection without losing its theoretical background.

Depression and anxiety in cardiovascular disease worsen the prognosis of patients. Treatments for these disorders often provide limited improvement. The present study aimed to test, for the first time, the impact of educational technology on anxiety and depressive symptoms in patients participating in a cardiac rehabilitation program. A 12-month randomized controlled trial was conducted, in which 207 patients were randomly assigned to either the experimental (n=76) or control (n=69) groups. The intervention involved a structured patient education program provided by medical students who had undergone specially designed training in cardiac rehabilitation. The primary outcomes were death, hospitalization, heart failure, and recurrent myocardial infarction. The study also assessed anxiety and depression. A year later, the experimental group showed a statistically significant decrease in anxiety and depression on the HADS scale, with reductions of 2.0 and 1.9 points respectively (p<0.05). The control group showed reductions of 1.5 and 1.2 points (p<0.05). The difference in depression (HRDS) between the groups at 12 months was -1.29 in favor of the main group (95% CI, -0.7 to -1.88), and the standardized effect size (SMD) was 0.36 (95% CI, 0.03 to 0.69). No treatment-related adverse events were observed. The results suggest that educational interventions can have a positive impact on mental health. The study's strengths include a structured intervention, randomization, and long-term follow-up. Limitations include the lack of blinding of study participants and a relatively small sample size.

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

In this modern era, continuous change is the first step in forming a new structure between theory and practice. The idea of ​​a juggernaut is very relevant to the theory of structuration with current conditions in the 21st century, where technology becomes a reference that can crush anyone who is not responsive to its power. This technology takes one path and takes many roles from various fields: economic, social, political, legal, and educational. This 21st century is marked by great momentum for changes in human behavior and civilization, namely the industrial revolution 4.0 and the arrival of Covid-19, which have changed many social structures and human activities. This makes history a means of connecting the problems in the 21st century with past events. By using a descriptive qualitative method, this paper will reveal how technological developments are very influential on educational and political developments and what are the challenges faced based on historical perspective?. In this case, the study aims to discuss the history and challenges of Indonesia's education system and government system in the 21st century and give a solution. The data used are from 2 books, 14 journal articles, and 4 websites with a span of 2019-2021. The research results are expected to be used as a further study in the face of the development of the modern era in the fields of education and government. This study also has limitations, namely only on the face of the development of the modern era in the fields of education and government.

The aim of the present study is to investigate both the performance and preferences of males and females Computer Science (CS) graduates. In order to attain the above goal, a quantitative case study was conducted regarding 89 degrees, acquired from 2006 to 2012, from the Department of Computer Science and Technology, University of Peloponnese, Greece. The analysis of the data revealed that in terms of performance, no significant differences between the mean grades of males and females exist, in almost most of the courses included in the curriculum of the aforementioned CS department. Any statistically significant differences in performances were present in almost equal number of courses in favor of males and females. It seems also, that females performed better in the courses they selected more than males. Regarding preferences, in CS courses, it seems that gender differences are existent. Males preferred more than females did core programming courses and advanced topics of Software Systems, computer networks, computer engineering, robotics and mathematics, whereas females preferred more the study of algorithms and security issues, computer fractals, data management, computer architecture, and mobile communication. In addition, females preferred courses in reference with humanities and social sciences, CS terminology, and career opportunities. Yet, females did not select any of programming lab-based courses, computer engineering, computer network issues and robotics.

Climate change is increasing the occurrence of disastrous events in the world, but several disparities in population vulnerability are being registered. One of the causes of these variances is different public risk perception also due to the degree of education and knowledge of the population. In this study, some of the results obtained in a risk perception survey are presented. The survey was carried out in an area of Calabria (Southern Italy) hit by geo-hydrological events that have occurred in recent years with damage to roads, tourism facilities and private houses. A statistical interpretation of the results highlights the importance of education and knowledge to risk perception on the part of the population investigated.

Given the Income enabling nature of education as stipulated by human capital theory, it can be postulated that “ceteris paribus”, households with formally educated heads experience less food insecurity and monetary poverty than those with uneducated heads. We test this claim in the case of Burkina Faso, using the 2014 National Survey on Households Living Conditions, along with semi-parametric modeling techniques. In its design the study uses households “willingness and ability” to spend annually on food consumption a per-capita amount above the food poverty line of 102,040 CFA Franc to characterize “household food security”, and households “unwillingness or inability” to spend above the overall poverty line of 153,530 CFA Franc to characterize “monetary poverty”. In addition, the study relies not only on single equation multivariate probit and logit specifications, but also on both fully parametric and semi-parametric bivariate probit representations of food insecurity and monetary poverty. The results show that relaxing the linearity and independence assumptions through joint semi-parametric bivariate modeling captures better the true effects of heads of households’ educational attainment on households' food insecurity and monetary poverty. In fact, compared to households headed by someone with no education, those headed by someone with a primary, secondary or higher education are respectively 19.8% , 49.7% and 118.9% less likely to experience food insecurity, and respectively 40.1%, 77.0% and 172.3% less likely to experience monetary poverty in Burkina Faso. In addition, the experience of food insecurity and monetary poverty are highly correlated at 92.7%, suggesting that educational policies that alleviate poverty in Burkina Faso should also impact positively food security in the country.

This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

Abstract: (1) Background: The Covid-19 pandemic has spread globally since January 2020 and is a threat to public health. This study aims to highlight the psychosocial impact on Greek nursing students and the challenges they received regarding the new sustainable educational reality, in the context of the sudden and exclusive application of distance education during the pandemic Covid-19; (2) Methods: Questionnaires were distributed through an online form (Lime Survey) to undergraduate nursing students enrolled in online courses. Data were collected between De-cember 2020 and January 2021 (3) Results: A total of 341 participants were included in the study. Some of the participants (9.1%) reported that being unemployed because of the Covid-19 affected their sustainability of life. Similarly, distance education had a negative impact on students' par-ticipation in social activities with their classmates (64.5%), while many of the participants were concerned that the sudden transition from face-to-face to distance education would have a negative impact on their future career (46.3%). Furthermore, the majority of students in this study seemed to disagree that distance education could be more effective than face-to-face education (72.1%); (4) Conclusions: It is undoubtedly proven that the effects of the Covid-19 pandemic have a great impact on the educational sector. These social and psychological changes endangered the viability of students in the Greek educational reality.

The purpose of this study was to analyse selected psychometric properties of the Polish version of the Spirituality and Spiritual Care Rating Scale (SSCRS), among them the applicability of the dimensions of spiritual care in nursing, i.e. spirituality, spiritual care, religiosity and personalized care, to Polish conditions. Poland-wide multicentre study with a cross-sectional validation design. The study was conducted between March and June 2019. Seven Polish Nursing Faculties accepted the invitation to participate in the study. Representative sample of 853 nurses enrolled in MSc (postgraduate) programs in nursing. After translation and cultural adaption of the SSCRS, the instrument underwent a full psychometric evaluation with theoretical relevance using (exploratory, confirmatory factor analysis), internal consistency (Cronbach's alpha), reliability (test−retest analysis), construct validity (correlation analysis), criterion-related validity (convergent and discriminant validity) analysis. The exploratory and confirmatory factor analysis demonstrated that Polish version of the SSCRS was a three-factor model with “Activity-centred spiritual care” (9 items), “Emotional support-centred spiritual care” (5 items) and “Religiosity” (3 items) domains. The Cronbach’s alpha coefficient for the whole scale was 0.902, and the alpha values for the individual domains were 0.898, 0.873 and 0.563, respectively. The three domains mentioned above seemed to provide the entire picture of spiritual care perceived subjectively by Polish MSc in nursing students. This study demonstrated a substantial degree of similarity in the selected psychometric characteristics of the Polish version of SSCRS and the original scale.

Background: Internal migrants had obstacles in accessing local public health services in China. This study aimed to estimate the utilization of local public health services and its determinants among internal migrants. Methods: Data were from the 2014 and 2015 nationally representative cross-sectional survey of internal migrants in China. Multivariate logistic regressions were used to estimate the relationship between socioeconomic, migration, demographic characteristics and public health services utilization. Results: Internal migrants in more developed eastern regions used less public health services. Those with higher socioeconomic status were more likely to use public health services. The broader and shorter they migrated, the less they used public health services. Compared to migration within the city, migration across provinces is negatively associated with health records (OR=0.88, 95% CI: 0.86-0.90), health education (OR=0.97, 95% CI: 0.94-1.00), and health education on NCDs (OR=0.92, 95% CI: 0.89-0.95) or through Internet channel (OR=0.96, 95% CI: 0.94-0.99). Conclusion: Public health services coverage for internal migrants has seen great improvement due to government subsides. Internal migrants with lower socioeconomic status and across provinces need to be targeted. More attention should be given to the local government in the developed eastern regions in order to narrow the regional gaps.

Aims: The study aims to take the COVID-19 pandemic as an example to provide a scientific reference for diabetic patients’ self-health management and nurses’ work for these patients when facing future pandemics. Review Methods: It conducted a comprehensive literature search and analysed relevant texts. This article reviews the daily health management of diabetic patients in the context of the COVID-19 pandemic and the role that nurses should play in this process. Results: Diabetic patients face challenges in self-health management during the pandemic, including disruptions in healthcare access, increased mental problems, and unhealthy lifestyles. Nurses serve as the front-line interface between these patients and the healthcare system. Adopting telehealth and remote consultation has effectively bridged the gap created by social distancing measures. Conclusion: Daily self-health management can significantly improve glycemic control and reduce the risk of diabetes-related complications, which is vital during the pandemic when patients may be experiencing disruptions to their routine care. Moreover, empowering patients through educational initiatives led by nurses can bring better self-monitoring, medication adherence, and lifestyle modifications, all of which are crucial in mitigating the effects of diabetes on the body’s immune response, thus reducing the severity of COVID-19 if contracted.

With young adults (18-30 years) exhibiting the lowest vegetable intake, primarily due to in-adequate cooking skills, this study aims to explore the usability and desirability of educational tools such as written recipes and cooking videos to foster sustainable eating habits. Employing a descriptive, qualitative, and user-centered design, three focus groups were held at a major urban university campus in New Zealand, engaging students, and staff within the target age group. Discussions with 15 participants identified key facilitators for vegetable-based cooking, including access to ingredients, ease of recipe visualization, and cost-effectiveness. Conse-quently, 13 vegetable-centric recipes and instructional videos were created, incorporating nu-tritional value, affordability, and preparation efficiency. These resources, tailored to young adults' preferences, were designed to mitigate the identified barriers to vegetable use, con-tributing to sustainable food practices. The application of a user-centered approach in devel-oping educational content yielded a set of recipes and videos that not only address the gaps in cooking skills among young adults but also promote the broader goals of sustainability in food consumption patterns. This approach offers actionable insights for practitioners and food marketers to enhance vegetable utilization and sustainable eating behaviors in this demo-graphic.

The Covid-19 pandemic that hit the world in early 2020 has had a major impact on social and economic life in every country, including Malaysia. Many socio-economic activities have been disrupted globally, leading to the closure of companies and the suspension of work activities, which have drastically increased the unemployment rate and narrowed employment opportunities. This study uses a qualitative method to explore the initiatives taken by Malaysia Ministry of Higher Education and university in improving the sustainability graduates’ employability at the post pandemic Covid-19 phase. The total sample of the study involved is ten officers who are experienced and responsible in organizing initiatives for university graduates’ employability programs and ten participant students who attended the programme were purposively selected. The study showed that Short -term training & placement programmes (MyStep), Career Advancement Programmes (Penjana CAP), Professional certification programmes (Penjana PACE), Career Advancement Programmes at State (Penjana KPT CAP@ State) were the major initiatives taken by Malaysia Ministry of Higher Education in improving graduate employability at the post Covid-19 phase. The findings also revealed upskilling and reskilling, gig economy, entrepreneur, finishing school programmes and online career fair were the important initiatives taken by university in improving graduate employability rate at the post Covid-19 phase. Interviews with student respondents showed that the initiative taken by the government and university to increase the marketability of graduates in the post-covid-19 era has given them the opportunity to learn and improve new skills that are very necessary to get new job opportunities in the post-covid 19 eras. The main contribution of this study is that upskilling and reskilling programs are essential to improve the sustainability of graduates’ employability in the post-covid 19 era.

Artificial intelligence is dramatically transforming medical imaging. We assessed the levels of artificial intelligence use among radiology trainees and explored their perceived impact of artifi-cial intelligence on the radiology workflow and radiology profession, in correlation with the perceived ease of use and behavioral intention to use artificial intelligence. This cross-sectional study enrolled radiology trainees from Saudi Arabia, and an online 5-part-structured question-naire was disseminated via online networks to trainee in July 2021. We included 98 participants (51 male; age 27.59±2.02 years). Level of use was low; few used it in routine practice (7%). The impact of artificial intelligence on the radiology workflow was positively perceived in all radi-ology workflow steps (3.64–3.97 out of 5). A positive impact on the radiology profession was more frequently perceived for technical and performance aspects (81%–85%) compared with prestige and legal aspects (64%–71%). Perceived ease of use and behavioral intention to use arti-ficial intelligence was associated with the current professional activity, level of use artificial in-telligence use, and perceived impact on the profession as well as on radiology workflow (p<0.05). Levels of artificial intelligence use in radiology are very low. The perceived positive impact of ar-tificial intelligence on radiology workflow and profession is correlated with an increase in be-havioral intention to use artificial intelligence. Thus, increasing awareness about the favorable impact can improve the behavioral use.

Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. In this study, a series of 850 face-to-face interviews (650 with students and 200 with teachers) were conducted throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. The paper proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent's employment, academic achievement, living situation, paternal and maternal education levels, and engagement with social media collectively influence students' perspectives on this matter. Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers' viewpoints on school-based disaster risk reduction. Multivariate linear regression was used to explore predictors of students' and teachers' insights on school-based disaster risk reduction. Various statistical tests including Chi-square, t-tests, one-way ANOVA, and Pearson's correlation were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender and marital emerge as the primary predictors across various facets of students' and teachers' insights on school-based disaster risk reduction (awareness of disasters, disaster education activities, attitudes on disaster risk reduction education, enhancement of disaster information accessibility, etc). The results of this study provide insight into the key factors influencing students' and teachers' perceptions of disaster risk reduction in schools. As such, they can serve as a basis for improving educational programs, developing policies and strategies, normative educational frameworks, teacher training, and further research in disaster education.

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

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information and communication technologies (ICTs) in higher education. This paper provides a bibliometric and visual analysis of the research trends, patterns, and topics in this field. Using the Web of Science database, we selected and analyzed 199 SCI and SSCI papers on HEI published from 2000 to 2023 by VOSviewer and CiteSpace software. The results indicate that the publication volume of HEI research has grown significantly in recent years, with China and the US being the most productive and influential countries. The author network shows the collaboration and contribution of different researchers and institutions, while the journal network reveals the multidisciplinary nature and scope of the field. The keyword network and the burst keyword analysis identify the main research themes and the emerging hot topics in HEI, such as online learning, big data, and artificial intelligence. The co-citation network of sources illustrates the theoretical and methodological foundations and influences of the field. The paper concludes with some implications and suggestions for future HEI research.

In today's complex and rapidly changing world, integrating values, critical thinking, and moral reasoning in language and literature education is crucial for equipping students with the skills to navigate multifaceted ethical dilemmas and become responsible global citizens. This article highlights the connection between language, literature, critical thinking, moral reasoning, and values integration in education. Through language and literature, teachers can incorporate values education in their classroom, which can benefit not only individual students but also society as a whole. Theoretical frameworks such as character education, moral education, and values education provide the basis for this approach. The researcher recommends strategies for incorporating values integration in language and literature curricula, including the use of literary texts that promote critical thinking and moral reasoning skills. The limitations of this approach, including the challenges in assessing the effectiveness of values integration and potential resistance from some stakeholders, are also discussed. Ultimately, this article aims to call on educators to take a proactive role in promoting values integration in language and literature education, guided by the principles of Jesus Christ and the belief that education is not only about acquiring knowledge but developing character as well. Moreover, this concept has a significant and lasting impact on students' overall development that highlights the importance of values and moral reasoning needed to live a better life.

This paper identifies preschool teachers' sources of stress, the times they experience high stress, and their ways of coping with stress levels. The study was conducted using a phenomenological design, one of the qualitative research models. The data were collected through semi-structured interviews with 36 preschool teachers working with children aged 0-6 in state and private schools. As a result of the content analysis, stressors were identified primarily at both interpersonal (positive, and effective interactions), and organizational levels (school management, and leadership style). It was also found that intense stress was experienced when children were difficult to control, such as during sleeping, eating, and cleaning. Finally, these results confirmed that the teachers used active/active behavioral, and passive/avoidant coping strategies. However, it was understood that preschool teachers perceived stress negatively, and did not see stress as a personal development situation. These results are discussed in terms of their ramifications for preschool education.

Globally, inequalities in educational provision are prevalent between genders, various geographical regions, and among different socio-economic backgrounds. Consequently, this study set-out to assess the level of disparity among the Federal Regional States of Ethiopia using Gini-coefficient and Lorenz curve from the statistical data of MoE. Moreover, data were collected from 656 respondents found in the sample regions. The result of the Gini-coefficient indicated that disparity in educational provision has been reduced over the past couple of decades both at primary (0.145 to 0.032) and secondary levels (0.277 to 0.126). Emerging regions are by far lagging behind the central and established regions. The sources of variation were mainly the demand-side variables, especially the economic and contextual related issues like drought and conflicts. Therefore, educational policies designed at the central level are advised to consider the strategies to bridge the existing inequalities through equitable provision of the education system to its citizen.

Recent studies highlight the need to introduce objectives in Initial Teaching Education focused on the development of oral language competence (OLC). The main aim of the study is to examine activities to promote the development of OLC that are carried out in university classrooms and their evaluation, to analyze the relationship between students’ awareness of OLC work and class activities and to identify proposals to improve students’ OLC. Participants were 175 university teachers who teach on the bachelor’s degree in Initial Teacher Education (ITE) and the master’s degree in Secondary Education (MSE) at seven Catalan universities. The data collection instrument was an online questionnaire with 69 questions. The results indicate that 92.5% of participants work on OLC in their subjects, that 76.5% propose activities that are specifically linked to OLC and that 65.1% of participants evaluate OLC in their subject. A total of 39.4% of participants reported the need to increase discussions to generate processes of collaborative and interdisciplinary reflection between university teachers from different areas of knowledge, among others. We conclude that professional development processes need to be designed for ITE teachers to reflect on how they help students to develop OLC from a pragmatic perspective.

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

Background: Simulations have historically aided training programs by providing a realistic and holistic replication of professional scenarios and procedures. Simulations have developed over the past 40 years to include varying fidelities and modalities of simulation. Learning in a simulation-centered environment has benefits, ranging from improved patient care to specific skills acquisition while catering to students’ numerous and varied learning approaches. Simulation is a multifaceted field that benefits all parties, the teachers, the learners, and the patients. The application of simulation to medical education and its amalgamation with other modes and substitutes allows for a more integrated learning and testing curriculum that advances the current trajectory of medical education. Such developments, however, are limited to resource rich areas, leaving behind low-middle income countries to use traditional, less evolved methodologies and practices. This review aimed to explore different aspects of simulation and focus specifically on low-cost task trainers and their accessibility. Method: The purpose of the study was to assess the accessibility of low-cost task trainers in terms of cost-effectiveness, distribution, validation, and frequency within specific specialties. To do so, 84 PubMed publications have been screened, and 39 filtered research studies have collected the necessary data. After analyzing the papers, we classified the following information – process, specialization, validation (y/n), costs, development location, and year of publication. Results: After carefully analyzing the accumulated data from the selected 39 publications, we found that most studies (i.e., 6 out of 39) were published in 2020. Emergency Medicine was the most common specialty for which low-cost trainers were developed (9 out of 39 procedural simulators); Otolaryngology followed this with 8 out of 39 trainers and general surgery with 7/39 of the task-trainers. The price ranges fluctuated and fell within the price bracket of USD 0 to USD 400 collectively. Our review also uncovered the concentration of development of such innovations solely in high income countries (HICs). Conclusion: Simulation is an invaluable tool applicable to a diverse range of phases of medical education. Future conjunction of simulation with low-cost substitutes along with increased encouragement and enthusiasm towards developing cost effective simulation-based learning environments (SBLEs) with the reserves and requirements of these areas in mind may prove to be a reliable option for low and middle resource settings

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

Although previous studies have focused on the adverse effects of the COVID-19 pandemic on various professional groups (particularly in the health and nursing care sector), this study aims to close a research gap by assessing perspectives of students and young professionals in epidemiology and public health in Germany in terms of shifts in workload, work content, and related challenges caused by the pandemic. We conducted a cross-sectional survey between mid-February and mid-March 2022. Quantitative data were analyzed via standardized mean differences. Qualitative data based on answers to open-ended questions were analyzed via a qualitative content analysis. Overall, 172 individuals participated in this survey. Results indicate that students felt burdened the most by lack of exchange with other students and lecturers. Study participants employed in public health experienced changes in their employment, because they had changes in their work content- and administration-wise, which was accompanied with a high burden due to the workload. Multiple demands that can have an impact on both acquired skills and mental health during the professional qualification phase were mentioned by the participants. Therefore, more in-depth analyses are needed for investigating the impact the pandemic will have on the (future) public health workforce in the long run.

Background: Community-based medical education (CBME) is an essential component of medical education, where primary healthcare physicians (PHPs) play a crucial role. This study explores PHPs' awareness and engagement in CBME and investigates the factors influencing their participation. Methods: This mixed study was conducted in two phases. In the first phase, a qual-itative study was conducted using semi-structured interviews with PHPs, and thematic analysis related to their awareness and engagement in CBME. In the second phase, a quantitative survey was conducted among 72 PHPs pre- and post-training programs. Results: Primary healthcare physicians had a positive attitude toward community-based medical education. The participants have an acceptable level of awareness and engagement, which increased substantially (p-value = 0.03) and (p-value = 0.003), respectively. Logistic analysis indicated that non-Saudi physicians were likelier to participate in the CBME (p-value=0.001). Professions and academic experiences influence their willingness and engagement to participate in CBME (OR= 7.5, p-value=0.001) and (OR=0.21, p-value=0.001), respectively. Conclusion: The study findings highlighted the importance of increased awareness and the factors that enhance PHPs' engagement in CBME. This positive perspective of the PHPs helps build effective partnerships and facilitates the extension of the curriculum to apply CBME.

Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training including social and interaction skills. The worldwide rising trend in the prevalence of autism spectrum disorder calls for innovative and efficacious techniques for assessment and treatment. The article offers a summary of current perspectives and evidence-based applications of VR technology as an educational and intervention tool for individuals with autism spectrum disorder, with a primary focus on social communication including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations as well as the disputes over the application of virtual reality to autism research and therapy are discussed and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, and the development of brain-based research and theoretical models.

In the field of robotics education, introductory courses would ideally utilize heavy industrial arms for hands-on learning. This would provide students with valuable experience in joint programming, which involves direct control of each joint motor in the arm to accomplish desired path planning and differential movements. This practice requires consideration of the physical dynamics of the arm. However, the use of heavy industrial arms has several drawbacks. They are large and expensive, require specialized maintenance, can pose safety risks, and they typically do not allow for direct control of the joint motors. One solution is to use a small, lightweight, toy-like arm. While these are cost-effective and provide direct access to the joint motors without posing safety risks, their lightweight construction means they exhibit minimal dynamic behavior, which limits their educational value. Another solution involves a robotic arm simulator that uses a virtual arm. However, a virtual arm doesn't offer the same level of hands-on engagement and excitement as a physical arm. We propose a hybrid solution that combines a small physical arm with a virtual arm. This approach provides students with the experience of working with an industrial arm, but without the associated difficulties. We demonstrate how this approach successfully improved the completion rate of joint programming assignments, offering a promising solution for practical robotics education.

Educating for Sustainability involves promoting sustainable competences in students. Not in vain, wider societal changes that ensure a balance between economic growth, respect for the environment and social justice must start with individual actions, implying knowledge, capacity and willingness to act. However, and although there is wide consensus that education should promote the development of competences for life, putting this theoretical tenet into may entail more problems. Competence is most often expressed in general terms without a specific definition of the intervening elements (knowledge, skills, values, attitudes), which may collide with the necessity of teachers – as learning planners - concrete entities on which to base their process of design. So that, in this work we propose a series of indicators that serve to characterize the four dimensions of scientific competence – contents of science, contents about science, value of science and utility of science-. Although they are primarily intended to be used to filter multimedia resources in an educational platform, this proposal of indicators can be extrapolated to the management and selection of a variety of resources and activities, and for sharing the objectives and evidences for the acquisition of competencies.

Introduction: Studies of the socio-economic function of entrepreneurship have emphasized the critical role that entrepreneurial competence and its implementation play at different stages of the education system. In this paper, we seek to determine the entrepreneurial interest of Spanish youth aged between 15 to 18 years of age, who find themselves in the state-regulated education system, at an initial stage in the development of entrepreneurship. A previously validated ad hoc questionnaire was applied through simple random sampling to 1,764 students at a secondary school in Spain. The analysis is done with Artificial Neural Networks (ANN), a technique that reduces the high dimensionality of data through Cooperative Maximum Likelihood Hebbian Learning (CMLHL), applying neurocomputational methods to the educational sciences. Spanish youth expressed a medium level of interest in entrepreneurship. Analysis with ANN shows that education in entrepreneurial competence is an influential aspect of interest in entrepreneurship. As conclusion, educational and curricular reforms must be undertaken to promote the development of entrepreneurial competence at various stages of compulsory education to increase interest in entrepreneurship.

Today in times of increasing inequality, climate change, and major social challenges, education is the best way to equip citizens, scholars and leaders to implement meaningful change and prevent future crises. Biologi education and science will solve these problems to supporting sustainable development goals especially in soil remediation, clean water, education quality and clean and affordable energy. This paper will describe how biological education could solve these problems. New biology can solve the problem about hunger use biotech, use synthetic biological material to find new advance material. New biology could driving intersectorial, interdisciplinary and international connectivity, and the leveraging of existing investments in synthetic biology, materials science, allied science and technology areas, are the major challenges in delivering the Materials from Biology vision.

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

In the wake of globalization and the revolutionary impact of Artificial Intelligence (AI), literature and language education play a pivotal role in preparing the next generation to navigate an ever-changing world. This reflective concept paper explores the profound insights shared by educators, focusing on literature and language education amidst globalization and AI. Drawing on interviews and observations, teachers' reflections reveal the enduring value of literature in shaping young minds, fostering critical thinking, and promoting empathy. Additionally, they emphasize the importance of embracing multilingualism and cultural diversity to equip students for an interconnected world. In the face of challenges, educators showcase their resilience and adaptability, harnessing technology, particularly AI-driven tools, to foster future-ready learners. Identifying gaps and implications in literature and language education, this paper sets the stage for collective efforts among stakeholders to shape the future of education. Ultimately, teachers hold the key to nurturing a generation capable of embracing the complexities of the AI-driven global landscape with confidence and compassion, empowering students as transformative agents in a rapidly changing world.

Education outside the classroom (EOtC) can be beneficial for students. The relationship between biological stress markers and sedentary behavior (SB) plus physical activity (PA) is insufficiently evaluated in school settings. This exploratory study aims to evaluate the association between students’ cortisol, plus circulating cell-free deoxyribonucleic acid (cfDNA) levels, and their SB, light PA (LPA) and moderate-to-vigorous PA (MVPA) during outdoor and indoor classes in different seasons. We assessed data from an education outside the classroom (EOtC) program (n = 48; intervention group [IG], n = 37; control group [CG], n = 11). We sampled data on 3 school-days in three seasons (fall, spring, and summer) in normal teaching indoors (CG) and outdoor lessons (IG) in the forest. SB and PA were evaluated by accelerometry, and cortisol and cfDNA levels by saliva samples. The compositional data analysis approach analyzed SB and PA. Fitted Bayesian hierarchical linear models evaluated the association between cortisol and cfDNA, and SB/LPA/MVPA. A steady decline of cortisol in the outdoor setting is associated with relatively high levels of LPA. SB and MVPA tended to exhibit a similar effect in the indoor setting. CfDNA is positively associated with a relatively high amount of SB in the IG, the same association is likely for LPA and MVPA in both groups. LPA seems to support a healthy cortisol decrease in children during outdoor lessons. The relevance of SB/PA as a composition in relation to students stress response in school should be emphasized. This study facilitates the formulation of straightforward and directed hypotheses for further research.

The American Academy of Arts and Sciences suggested the definition of science literacy emphasize how crucial understanding the scientific process and the ability to evaluate conflicting scientific evidence is. The purpose of this article is to present an evidence-supported curriculum covering the fundamentals of logic, reasoning, and argumentation skills to address the emphasized basic knowledge, skills, and abilities required to be scientifically literate, which will prepare the public to understand and engage with science meaningfully. An analytic-synthetic approach toward understanding the notion of public is taken using a theoretical biomimetics framework that identifies naturally occurring objects or phenomena that descriptively captures the essence of a construct to facilitate creative problem-solving. In the present case, the problem being solved is how to reconcile what is meant by public, how it ought to be interpreted, the different levels of confidence in science that exist, and various understandings of science all with one another. The results demonstrate there is an inherent denotative-connotative inconsistency in the traditional notion of public that can be explicated through the concept of a fractal allowing for comprehension of the relationship between public confidence in, and understanding of, science.

The sample data are used from Shaanxi Statistical Yearbook （1999-2018）and poverty population in X County of Southern Shaanxi in 2018. By using Eviews and Excel, this report focuses on analyzing the relationship between education investment and economic growth, education for poverty population, per capita income and poverty caused by education in X county, which can explain reasons for the phenomenon of poverty caused by education. The countermeasures are proposed to solve the phenomenon of poverty caused by education, including establishing scientific education view, correctly understanding education investment and benefit, and improving the aid mechanism for poor students to realize the effective connect among poverty alleviation through education, accurate poverty alleviation and rural revitalization.

Some of the key features of inclusive and equitable teaching approaches encourage prompt feedback, student cooperation in communities of learning, active learning, and promotes diverse ways of knowing in the classroom. In my article, I present step-bystep tips to help instructors create guided microlearning inquiry questions within an inclusive and equitable general biology classroom setting. Microlearning is a special approach that helps students complete a specific task linked to a specific learning objective that would be completed in a short time window around five minutes. The step-by-step tips presented in my article helps instructors to develop questions aligned to specific learning objective to help clarify unclear or confusing topics in general biology using the Kahoot e-Learning platform. This guided microlearning inquiry toolkit provides a blueprint for helping instructors to infuse student-centered approaches to help clarify difficult concepts in general biology and further develop avenues refine students’ critical thinking and experimental design in biology research.

Domestic abuse and stalking in higher education (HE) have been overlooked in research in comparison to sexual harassment and sexual violence. This article reports on survey data from 725 students at a UK university using measures of ‘dating violence’ – physical and psychological violence from an intimate partner – and stalking from a US survey instrument (the Administrator Researcher Campus Climate Collaborative (ARC3) survey). According to this measure, 26% of respondents had been subjected to ‘dating violence’ and 16% to stalking behaviours. However, these findings need to be contextualised within a critical discussion of the use of the ARC3 survey tool in the UK context. The ARC3 questions on ‘dating violence’ focus on physical and ‘psychological violence’; the questions therefore omit further types of domestic abuse under UK definitions. In relation to stalking, US definitions – as captured in the ARC3 survey instrument – define specific behaviours. By contrast, in the UK stalking involves behaviours that engender fear or distress in a pattern of behaviour over time. These differences mean that the ARC3 modules on stalking and ‘dating violence’ would need to be significantly adapted to be suitable for use in the UK context.

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

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

There is a need to assess the knowledge of healthcare providers on the use of maternal analgesics during lactation, while a valid instrument is not yet available. This study aimed to develop a valid and reliable questionnaire on the knowledge of analgesics (acetaminophen, ibuprofen, aspirin, tramadol, codeine, oxycodone) during lactation, using a prospective, stepwise approach. To generate a pool of item subgroups, literature was assessed as first step. This preliminary version was subsequently reviewed in two focus groups [midwives (n=4), pediatric nurses (n=6)], followed by an expert panel (n=7, 2 rounds) to confirm content validity [item-level and scale content validity]. This resulted in a instrument consisting of 33 questions, and 5 clincial case descriptions specific for both disciplines. Based on known-groups validity between midwives and pediatric nurses (assuming an a priori difference related to their curricula), high construct validity was subsequently demonstrated in a pilot e-survey (86 midwives, 73 pediatric nurses). We therefore conclude that an instrument to assess knowledge on lactation-related exposure to analgesics was generated, that can be further developed and validated. Furthermore, pilot findings suggest suboptimal knowledge for both professions, so that adaptations in their curricula and postgraduate training are warranted.

The demand for industries to enhance sustainability is rising in response to climate change worries. A pervasive and intensifying worldwide environmental problem, plastic pollution has a particularly severe impact on climate change. The production of significant volumes of plastic garbage occurs mostly in Asian regions. So, it's commonplace to talk about pro-environmental conduct nowadays. Indonesia and Taiwan are chosen as case studies of developed and developing regions, respectively. The cultural differences between the two areas do, however, exist in terms of environmental values, and this further influences consumer behavior. In order to understand how environmental education has influenced pro-environmental behavior, this study examines how environmental attitude, knowledge, motivation, and intention have changed as a result of environmental education. By sending electronic questionnaires to a sample of 235 respondents (110 Indonesian and 125 Taiwanese), gathered between March 11 and April 30, 2023, we employ quantitative approaches and data-gathering procedures. The CB-Structural Equation Modelling with AMOS analytical tool is used to examine the data. We are able to draw important conclusions from the study of differences between Indonesian and Taiwanese and make suggestions for more research as well as theoretical and managerial ramifications.

This study explores female university students' attitudes and concerns toward pornography, based on their experience watching it and on sexual encounters with men. It used a qualitative descriptive design. Individual semi-structured interviews were conducted with 22 participants between March and April 2020. Thematic data analysis was performed using COREQ reporting guidelines. Three themes emerged from the data: 1) the sexual learning process, 2) the role of pornography in women’s sexuality, and 3) sexual experiences. Participants reported how they learned about sexuality and how pornography influenced sexual experiences. Self-esteem issues and societal norms regarding hair removal, and difficulty saying “no” to unwanted or humiliating sexual practices were found. Young women were not comfortable with women’s representations in mainstream pornography. They blame pornography for negative sexual experiences and claim it influences them and young men. Participants usually assumed submissive roles during sex and permitted aggressive sexual behaviors. The study reveals valuable information on how young women learn about sex, difficulty in refusing unwanted sexual activities, and even aggressive practices. Sexual education programs should include assertiveness training to improve sexual health, consent, and well-being.

The aim of this paper is to contribute to the body of knowledge about Project-Based Learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N=347; 74.8%) and Murcia (N= 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring General, Specific and Transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

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

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

In recent years, gamification has captured the attention of researchers and educators, particularly in science education, where students often express negative emotions. Gamification methods aim to motivate learners to participate in learning by incorporating intrinsic and extrinsic motivational factors. However, the effectiveness of gamification has yielded varying outcomes, prompting researchers to explore adaptive gamification as an alternative approach. Nevertheless, there needs to be more research on adaptive gamification approaches, particularly concerning motivation, which is the primary objective of gamification. In this study, we developed and tested an adaptive gamification environment based on specific motivational and psychological frameworks. This environment incorporated adaptive criteria, learning strategies, gaming elements, and all crucial aspects of science education for six classes of 3rd-grade students in primary school. We employed a quantitative approach to gain insights into the motivational impact on students and their perception of the adaptive gamification application. We aimed to understand how each game element experienced by students influenced their motivation. The findings of our study revealed encouraging results in terms of increased motivation and engagement among students, as well as the influence of different game elements when connected with an individual's profile based on a multidimensional adaptive framework.

This study delves into innovative approaches and pragmatic remedies to surmount software access barriers in educational contexts. Financial impediments and limited software installation know-how can impede students from fulfilling course requirements.

Humanity is currently facing several global problems, such as global warming, air pollution, water pollution, deforestation, desertification and land degradation, which are connected to the consequences of negative human activity. One of the possible and effective institutional tools for environmental protection is the environmental education of the general population. It is a relatively well-known and used environmental protection policy tool that governments of all developed countries have in their instrument mix. This qualitative analysis assigned itself the task of investigating whether the ability of environmental education can be affected by certain neuropsychological diseases in addition to thinking about the psychology of environmental education at large. In order to fulfill this main task, the authors asked themselves the following research questions: 1st - Is pedagogical psychology identical and also applicable in the case of environmental education? And 2nd - What effect do some neuropsychological disorders have on the ability of environmental education? Based on the study, analysis, selection and comparison of current professional scientific works obtained from the research activities of current researches on this topic, it is possible to accept the premise that the psychology of environmental education is basically the same as the general psychology of education and that neuropsychological diseases do indeed affect the ability of environmental education similarly to scholarly education.

This study centers on childcare facilities catering to children with moderate cerebral palsy, exploring a four-phase process: (1) cultivating an understanding and acceptance, (2) integrating specialized resources, (3) developing strategic plans, and (4) establishing stable collaboration. The case study demonstrates the profound impact of well-rounded support systems. Children with cerebral palsy showed marked improvements in development and emotional stability. Concurrently, their peers developed greater empathy and cooperative skills, smoothly adjusting to the inclusive setting. Additionally, the childcare staff refined their methods and attitudes, enhancing their ability to meet each child's specific needs and thus elevating the standard of integrated care.Concluding with three strategic recommendations, the paper proposes measures to augment the quality of care for children with special needs. These include defining clearer guidelines and policies for special needs care in childcare environments, emphasizing professional development and the amalgamation of diverse resources to cultivate a more skilled caregiving workforce, and encouraging robust partnerships between parents and childcare facilities. These recommendations are expected to significantly influence the domain of inclusive education, providing crucial insights for those engaged in early childhood care and education..

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

Today, the various abilities that nurses require to meet patients’ healthcare needs adequately are all affected by AI-enabled systems. This research used an experimental study design in which 60 subjects were randomly assigned to either an experimental (AI image e-book guidance) group or a control (text paper guidance) group after meeting the admission conditions and agreeing to participate in the study. It was proven that providing AI image e-book guidance before surgery significantly changed the behavior of patients and promoted relief of urinary catheter discomfort through self-efficacy to reduce urinary catheter pain after surgery(p=0.000). It was found that providing AI image e-book guidance can shorten the time for health education and provide patients with repeated medical education and familiarity with health guidance, which can help to address the important clinical service demand issue and the shortage of nursing staff.

Introduction:Few robust studies have analyzed association between cognitive tests and the marital status of Mild Cognitive Impairment (MCI) group with ADNI dataset. To test the hypothesis that Rey Auditory Verbal Learning test (RAVLT) cognition performance with marital status is associated with greater odds of MCI group than either RAVLT independently, we used TADPOLE data to evaluate cross-sectional associations between RAVLT performance in immediate response, learning, forgetting, and perception of forgetting with marital status and MCI. Methods: Subjects with MCI and Normal Cognition were included. Logistic regression models indicate associations between four RAVLT subgroups (low and high performance of immediate response, immediate response with learning, performance of immediate response with learning and forgetting, performance of immediate response with learning, forgetting and perception of forgetting) and MCI group. Models adjust for age, sex, race, marital status, ethnicity, education, APOE4 genotype, hippocampus, whole-brain, ventricles and ICV. Results: The sample (n=6560) had a mean age of 77 / 67 years, 44% were female, 58% in MCI group. Only all RAVLT subgroups test with age 61 to 70(OR 0.26, 95% CI 0.15-0.45), age 71 or older(OR 0.07, 95% CI,0.04-0.12), race:black/african american(OR 0.13, 95% CI 0.03-0.52)race:more than one(OR 0.05, 95% CI 0.01-0.24), marital status:never married(OR 0.2, 95% CI 0.12-0.34). Conclusion: Studies are needed to evaluate other cognitive test with missing data within TADPOLE dataset as modifiable risk factor for MCI.

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

The domain of Information and Communication Technology (ICT) education has garnered significant consideration in recent times. However, several challenges are inherent to this area of study, including monetary expense, temporal factors, pedagogical environment, teacher training programs, incentive, syllabus design, and health-related concerns. This paper presents an analysis of the difficulties encountered in the realm of ICT education in Japan, taking into account ten different perspectives.

Abstract The article discusses about the current situation of Novel Corona Virus also called as the COVID-19 that hinder for all human’s life including the education. Rapidly escalating COVID-19, has caused havoc in quality education and every educational institution are closed. As the UNESCO report it showed that 1.6 billion children being affected due to the close of institution across 191 countries. With the alternative method every education institution started blended learning virtual classes in order to continue learning environment in students. The articles investigate COVID-19 impact on student’s quality education in Nepal and social work implication. The findings of the study shows that the COVID-19 has seriously effects on the students learning environment. It showed the huge gap between getting the good education in Nepal. However, Nepal has also made some policies to provide equal quality education to all the children through the ICT and also encourage social work to actively participate on providing education to all the majority of group children in Nepal. Whereas social work applied the micro, messo, and macro level of implication in practice to provide the education for children in remote area of Nepal.

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

As the incidence and prevalence of diabetes increases, intervention through dietary education is becoming more important for diabetes control. This systematic review aimed to confirm the ef-fect of dietary intervention education on diabetes control. The study subjects were type 2 diabet-ic patients, and the main outcome variable was glycosylated hemoglobin level (HbA1c). The target studies were randomized controlled trials. Thirty-six studies were included in the analysis, of which 33 were included in the meta-analysis. The effect size between the dietary education and general intervention, was -0.42 (n=5,639, MD=-0.42; 95% CI -0.53 to -0.31) and was signifi-cantly different (Z=7.73, P<.001). When subgroup analyses were performed following the appli-cation periods, intervention methods, and intervention contents, the mean differences in 4–6-month application, individual education, diet-exercise-psychosocial intervention were -0.51, (n=2,742, 95% CI -0.71 to -0.32), -0.63 (n=627, 95% CI -1.00 to -0.26), and -0.51 (n=3.244, 95% CI -0.71 to -0.32), respectively. Dietary education interventions provided for at least 3 months were highly effective in controlling blood sugar levels. Regarding the education method, individual-ized education was more effective, and for this, contact or non-contact education may be applied. Combining diet, exercise, and psychosocial intervention is more effective than diet education alone.

Online courses in horticulture increase the breadth of students who may be able to enroll. However, it is challenging to create hands-on learning experiences in online classes that are valuable for student learning. In an online introduction to horticulture class at the University of Maine, we created a hands-on project that is appropriate for students to work on independently at home. Students built an environmental monitoring system using a relatively inexpensive Raspberry Pi microcomputer and sensors for monitoring environmental factors that impact plant growth with a particular focus on monitoring temperature and humidity. They monitored the growing environment in their homes while growing house plants and used the information from their environmental monitoring system to determine whether their home environment was suitable for growing plants. Students were asked to use a pre-existing computer program in the Python language to monitor the environment. They also learned about how components of the code function and changed some simple parts of the code. A majority of students working on this project felt moderately confident, somewhat more confident, or very confident about their ability to use a Raspberry Pi microcomputer in the future. This project provides students with valuable hands-on experience in building environmental monitoring systems and provides them with a deeper understanding of the impact of the environment on plant growth.

This article aims to examine the concept of historical thinking by looking at the development of historical learning from colonialism to reformation, as well as some examples of innovations in history learning through technology media. The development of history learning in Indonesia has a long story from the colonialism era to the reformation that changed from time to time. However, changes and reforms in the education system do not make students more interested in history. The 21st century, known as the digital century, makes students' attention more focused on the present and the development of the times. Therefore, there are many innovations that are in line with technological media to support and maintain history learning in this era. The question from this research is how is history learning not favored by students when technological innovations to support this learning have developed? By using the literature review method and a qualitative approach, this article provides a new perspective through existing data. Because innovation cannot run effectively before it is accompanied by historical thinking, so the results of the research are historical thinking must be instilled from the start to support innovations that develop and attract students' interest. Based on the study, it is recommended that have historical thinking to further optimize technology develops innovation more effectively and ask for more interest in history. Keywords: 21st Century, Historical Development, Paradigm

Introduction: Indonesia consists of a plural society with different ethnic, religious, racial, skin color, and other cultures. The difference must be understood by everyone, especially the younger generation in the digital age. If the younger generation does not have a sufficient understanding of multicultural education values, it will impact the moral crisis of the Indonesian nation. This research emphasizes the importance of multicultural education to the younger generation to understand the differences (pluralism) in society and respect them. Method: The method uses a qualitative method with the literature review method by collecting data on ten journals published in 2019, 2020, 2021. Results: The rise of socio-cultural conflicts in Indonesia is why applying multicultural values to the younger generation. Multiculturalism is needed to establish morals and sensitivity for a young person in the face of various social problems and symptoms at a growing age. Conclusion: Multicultural education is vital to the younger generation considering Indonesia has diverse nations and cultures. The efforts that can make to improve the morale of the nation's children, namely by learning citizenship education and religious education and utilizing information technology to spread things related to the values of multicultural education to the broader community

This paper explores benefits of using VR technologies in higher education. Theoretical part investigates classical education system and its features in order to compare advantages of using VR systems in education. VR technologies and its current state in industry and in education were explored as well as which branches of higher education uses these systems. Survey was conducted through online questionnaire where respondents (N = 55) gave their opinion on VR and the implementation of VR technologies in education. Three hypotheses related to the use of VR technology, student interest, and learning outcomes as well as the effectiveness, immersiveness and the effect of VR systems on the users were tested through 27 questions.

With extended reality (XR) technology on the rise in aviation education, we evaluated the perceptions of Thai students on an inexpensive and classroom-friendly virtual reality (VR) system and software combination, as an introduction to flying an aircraft. In addition to cost-effectiveness, consumer grade technology also provides greater portability than traditional full-flight simulators. Third year aeronautical engineering and commercial pilot undergraduate program international students were exposed to a brief VR experience using a PlayStation 4 console (PS4) with PlayStation VR (PSVR) and Ultrawings software. Subsequently, in-depth qualitative interviews were analyzed via thematic coding. The student responses were mostly positive and enthusiastic, but also identified issues with hardware and software (screen door effect, limited peripheral vision, less than optimal interaction controls, and lack of haptic feedback). Using thematic coding, responses were categorized into; head mounted device, controls and controllers, plausibility illusion, place illusion, embodiment illusion, academic value and entertainment value. Following respondents’ positive responses on certain identified critical points, we recommend further study using other hardware and software combinations.

The aim of this study was to assess the psychometric properties of the Physical Activity Enjoyment Scale in the context of outdoor physical activities. In order to do this, we carried out a research in some Primary and Secondary school l located in western Andalucía (Spain), with kids aged 9-12 years old [M= 11.22; SD= 1.07), therefore a sample of 455 students (228 boys= 50.1% 227 girls = 49.9% = 50.1) was used]. Descriptive, exploratory and confirmatory analyses were conducted. We also analyzed several factors such as internal consistency, composite reliability, average variance extracted and convergent validity. Afterwards, differences by gender and school year were also studied. Data showed the need to eliminate many of the items from the original scale, giving as a result a model of 5 items with satisfactory fit in the confirmatory analysis. The ANOVA statistical test carried out in terms of sex and school year didn’t show any tangible difference between the target groups.

Education for Sustainable Development (ESD) had become a priority in many school systems. Geography has a tradition of investigating human-environment interactions and geography education is vital in order to make sense of sustainable development (SD). In this paper, the authors aimed to contribute to the implementation of ESD and SD in middle school geography, in The People’s Republic of China. This research employed a series of methods to analyze the content in (SD) in middle school geography standards and textbooks. The research surveyed geography teachers (n=237) and assessed geography students (n=246). Results exemplified both positive and negative conclusions from the data. Primarily, the findings suggested that geography education was important to ESD implementation, although the requirements for SD are low in Chinese middle schools. The SD content was reflected clearly in the content standards and textbooks, but it was not evenly distributed in geography education. Many geography teachers in China have ample geography and interdisciplinary knowledge and they can use textbooks and other teaching methods to teach SD. The students’ performance, in a sample of four key schools, was considered “OK”, however there was still room for improvement. Most students were familiar with people, resources, environmental problems and climate change, however most were unable to grasp the factual knowledge about SD, such as international events and documents, latest predicted data and research on global warming, as well as the indicators used in the specific SD assessment. Suggestions include providing students with more practical activities and a chance to do hands-on experiments, as well as building student organizations and clubs; improve Teachers’ knowledge and understanding through teacher training program and build a platform for communicating ideas of SD through modern communication technology. Ideas of SD should be integrated into students’ daily life.

The contents of Education for Sustainable Development (ESD) should be included in teachers’ initial and advanced training programs. In order to determine the key competences for sustainability, creating a Sustainable Consciousness is one of the main foundations. However, there are not many empirical studies that deal with consciousness from education. In this context, e-portfolio appears as a tool that promotes reflection and critical thinking, key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify trainee teachers’ levels of consciousness. For this research work, of an eminently qualitative nature, we have selected twenty-five portfolios of students in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure followed allowed to deduce three bases that shape trainee teachers’ consciousness: thinking, representation of reality and type of consciousness. We concluded that the attainment of a Sustainable Consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality.

Africanization of education was a major policy option in most countries in Africa upon the attainment of independence. This is because of the perceived negative effects of colonial education. The paper is an empirical sources study which discusses Africanization as an epistemicide and analyses efforts by some African states to Africanize their educational systems. It concludes that while some countries embraced the idea and actually initiated policies to Africanize their educational systems, the general picture indicates that Africanization has not succeeded in most countries due to various challenges. Such challenges are identified and recommendations made which could be significant for the revamping of the policy.

Problem solving is one of the most important components of the human cognition that affects for ages the progress of the human society. Mathematical modelling is a special type of problem solving concerning problems related to science or everyday life situations. The present study is a review of the author’s earlier works on problem solving and mathematical modelling from the scope of Education. Its real goal is that it presents in a systematic way and in a few pages only the results of many years research on the subject. This helps the reader to get a comprehensive idea about a very important topic belonging to the core of Mathematics Education, which is very useful to those wanting to study deeper the subject and get directions for further research in the area.

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

Aim/Purpose: This study aims to assess the influence of integrating ChatGPT on enhancing the academic writing performance and engagement of English as a Foreign Language (EFL) undergraduate students at Delhi, India, who are enrolled in Academic Writing during the first semester of the academic year 2024/2025. Given the unique challenges within the Indian undergraduate education system, innovative technological interventions are essential to improve writing skills and increase engagement among EFL learners.

This study aimed to evaluate the level of skill in observing teaching competency in pre-service physical education (PE) teachers and provide basic data to cultivate teaching competency. A total of 21 third-year pre-service PE teachers were selected as participants. The study derived descriptive statistics to analyze the participants’ observation skills regarding teaching competency in different class stages using evaluation results of class demonstrations by pre-service teachers. Mann–Whitney U test was conducted to verify the statistical significance of the evaluation between in-service and pre-service teachers. Compared with in-service teachers, pre-service teachers reported high agreement with intuitive teaching behaviors. However, pre-service teachers indicated low agreement with skills that required complex teaching behaviors depending on various situations. Based on theories by Schon (1983), pre-service teachers showed high “knowledge for practice” and low “knowledge in practice.” Thus, pre-service education must balance practical knowledge and theory rather than focus on theory-based education. This study provided directions for pre-service teacher education to enhance the competency of pre-service teachers for leading and analyzing classes.

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

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

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

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

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

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

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

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

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