The United States is plagued with the highest rates of preventable metabolic diseases it has ever seen, and while poor nutrition is increasingly recognized as a critical contributing factor, good nutrition has been shown to be a potent factor in prevention and management of these illnesses. Notably, nutrition is inextricably intertwined with farming practices and the stewardship of our environment – particularly its soil. In this proposal, we propose a method to expose medical students to basic agricultural and environmental knowledge regarding the production of food, as well as educate them in practical nutrition education within the interactive, case-based, and longitudinal preclinical curriculum at Case Western Reserve University School of Medicine (CWRU SOM). We propose a two-part approach; first: integrating relevant topics in nutrition, culinary medicine, and farming practices into the preclinical blocks through Official Learning Objectives, and second: an optional 8-week, zero credit elective for students interested in pursuing a deeper understanding of these topics. Through these interventions, we believe courses like this will support a generation of physicians able to understand health from soil to plate with a consideration for the environment in addition to exemplifying healthful lifestyles themselves. We believe these kinds of future physicians will be the most effective in treating (and ideally reversing) the chronic disease epidemic.

This study aimed to assess the differences in the importance and performance of health awareness in Korean middle school students according to the types of online physical education classes they attended during the coronavirus disease-2019 pandemic. Overall, 583 participants were selected using a convenience sampling method; the data were obtained through an online survey using Google forms. Frequency analysis, reliability analysis, independent sample t-test, and importance-performance analysis were performed. First, the differences between importance and performance were found to be the most for sleep and physical activity management, and the least for disease and hygiene management. In addition, both the groups demonstrated higher importance and performance for hygiene and disease management. There were significant differences in the importance and performance of all the sub-factors. Second, hygiene, disease management, and mental health management were found in quadrant I in both the groups, while physical activity, sleep, and dietary habit management were in quadrant III. No factors were in quadrant II and IV.

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

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

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

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

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

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

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

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

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

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

Adherence to the Mediterranean diet has been shown to lower the risk of developing chronic non-communicable diseases like cardiovascular and neurodegenerative diseases and cancer. Improvements in depression, participation in daily activities in older individuals, weight loss and reduction in adverse pregnancy outcomes are associated with adherence to the Mediterranean diet. The number of studies that have evaluated barriers to the adherence of the Mediterranean diet in the US and in particular, in racial and ethnic minority populations within the US are few. Among Native American and Alaskan Native populations, studies evaluating traditional or alternative Mediterranean diet adherence for chronic non-infectious diseases is unavailable. Mediterranean diet scoring instruments used in studies in European and Mediterranean countries and among white participants in the US fail to capture the dietary patterns of racial and ethnic minority populations. In this narrative review the food components of the traditional Mediterranean diet are discussed, adherence to the Mediterranean diet is examined in Mediterranean and non-Mediterranean countries and barriers preventing adherence to the Mediterranean diet in the US and among racial and ethnic minority populations is reviewed. Recommendations for improving nutrition education and intervention, and increasing adherence and cultural adaptions to the Mediterranean diet are provided.

Providing safely-managed sanitation/hygiene requires key competencies for education, training, service delivery, enterprise development and management, product and infrastructure design and development, construction and installation, governance, financing, research, etc. These strategic sanitation capacities will have to be built from higher education’s academic and professional programmes structured and designed to produce skilled and knowledgeable professionals and practitioners. This study aims to investigate the quality of the sanitation/hygiene management content of Environmental Health programmes; the adequacy of the existing central curricula; and the perception of environmental health sanitation/hygiene-trained professionals to determine the next phase for building knowledge and capacity of sanitation professionals in Nigeria through higher education institutions. A multilevel mixed method concurrent study was used for sampling and data collection with a multilevel perception analysis to examine the perceptions of students, lecturers and graduate alumni as well as employers/supervisors and clients/service-users of sanitation/hygiene related graduates. The main findings of this paper show limited understanding of the concepts of contemporary issues of sanitation/hygiene management; the central/national teaching and curricula were found to be seriously out of date; and clients/service-users were dissatisfied with the skills and knowledge levels of the graduates. The study concludes by recommending a national sanitation management higher education pathway to guide the provision of integrated sanitation/hygiene management education at higher education institutions (HEIs), to build effective, efficient, competent, and sufficient workforce for the country.

A critical aspect of coronary heart disease (CHD) care and secondary prevention is ensuring patients have access to evidence-based information. The purpose of this review is to summarise the guiding principles, content, context and timing of information and education that is beneficial for supporting people with CHD and potential communication strategies including digital interventions. We conducted a scoping review involving searching four databases (Web of Science, PubMed, CINAHL, Medline) for articles published from January 2000 to August 2022. Literature was identified through title and abstract screening by expert reviewers. Evidence was synthesised according to the review aims. Results demonstrated that information-sharing, decision-making, goal-setting, positivity and practicality are important aspects of secondary prevention and should be patient-centred and evidenced based with consideration of patient need and preference. Initiation and duration of education is highly variable between and within people, but hence communication and support should be regular and ongoing. In conclusion, text messaging programs, smartphone applications and wearable devices are examples of digital health strategies that facilitate education and support for patients with heart disease. There is no one size fits all approach that suits all patients at all stages and hence flexibility and a suite of resources and strategies is optimal.

Back pain is a common symptom that affects all age groups across the globe, when left untreated may eventually lead to disability. A convenient sample selection method was used in this study due to the global Covid-19 pandemic lockdown which was effective in Turkey during the investigation period. Thus, virtual data collection and health education including some health risks were employed. A total population of two hundred adult women was involved in the study but one hundred and twenty-one responses were collected. Findings show that, for socio-demographic characteristics, the pain was found highest in women between the ages of 41-50 and obese/overweight individuals. Although, there was no significant difference recorded in the marital status category. Moreover, statistical mean differences were detected between the scales for ODI (4.18) and BPFS (6.09). Also, p<0.05, paired sample t-test was 0.001 ODI and 0.001 BPFS after the training exercise. This suggests that exercise training is inversely correlated with pain severity which implies that training has a significant influence on pain intensity. Thus, it could be concluded that there is a relationship between the training exercise and ODI/BPFS.

Improving the effectiveness of health interventions is a major challenge in public health research and program development. A large body of literature has found low or no impact of health education and promotional interventions. We aim to develop a conceptual framework in support of intervention designs for preventive health behavior improvement programs and outcomes. The proposed approach is based on a narrative review of empirical literature assessing the limitations of less effective or ineffective field experiments regarding preventive health education and promotion interventions. We found three major limitations regarding the mental model’s balance of treatment and comparison groups, treatment groups’ willingness to adopt suggested behaviors, and the type, length, frequency, intensity, and sequence of treatments. To minimize the influence of these concerns, we propose a mental model-based repeated multifaceted (MRM) intervention design framework to provide an intervention design for improving health education and promotional programs.

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

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

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

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

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

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

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

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

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

The global issues of overweight and sedentary lifestyles demand comprehensive responses from health systems, yet health education still needs to be more cohesive and less sporadic. This study focuses on primary school children as a specific target for instilling healthy habits, employing ac-tive learning strategies to address healthy diet and physical activity. Through Problem-Based Learning projects, the study engaged fourth-grade primary students in acquiring healthy habits. The study was carried out over four consecutive years at a school with two lines, allowing the employment of an opportunity sample and evaluating intervention and control groups by com-paring their corresponding scores. Control groups integrated a total of 54 students, while the in-tervention group included a total of 159 students. A pre-test and post-test questionnaire were used for data collection. Evaluation differential scores revealed statistically significant higher scores in the intervention groups: 3.62 points in control groups and 6,94 in intervention groups, particu-larly in attitudinal competences. These strategies not only facilitated the development of crucial skills such as information search, synthesis, representation, analysis, decision-making, teamwork, and intrapersonal awareness but also significantly broadened the knowledge acquired in aspects related to healthy habits. This approach proved effective in helping children comprehend the im-portance of healthy choices and encouraged integrating such habits into their daily lives.

In the era of digital information consumption, YouTube has emerged as a prominent platform for disseminating knowledge across various domains. One such area that has gathered significant attention is teeth whitening, with a plethora of videos offering insights into professional proce-dures, home remedies, and personal experiences. This study delves into the vast landscape of teeth whitening content on YouTube, meticulously categorizing videos into professional and amateur domains. The aim is to critically analyze the information presented, considering its accuracy, re-liability, and potential impact on public perceptions and oral health choices. A total of 100 videos in Greek (n1= 73) and in English (n2= 27) were studied. The analysis was based on views, likes, publication year, duration, presence of background music, and the presence of a description. The completion date of the search was October 7, 2023. Professional videos predominantly present whitening as a painless, conservative, and economical procedure, emphasizing safety measures. Bleaching mechanisms involving hydrogen peroxide and carbamide are explored, with various application techniques discussed, including whitening strips, splints, and in-office procedures. Contradictory findings on the efficacy of home versus in-office treatments are highlighted. In-ternal and external discoloration factors are delineated, with contraindications specified. Amateur videos, garnering greater public appeal, present personal experiences, product promotions, and homemade remedies, reflecting a concerning trend of misinformation. The analysis incorporates viewer engagement metrics, emphasizing the impact of non-professional content. As social media platforms play an increasingly influential role in shaping healthcare narratives, understanding the nuances of dental discourse on YouTube becomes crucial for both practitioners and the public. This exploration encompasses a spectrum of topics, ranging from the chemical intricacies of bleaching agents to the societal dynamics influencing viewer preferences. By unraveling the complexities of online dental information, this study seeks to contribute valuable insights to the evolving land-scape of oral health education in the digital age. Future research should adopt a multi-platform approach and explore the dynamic interaction between content creators and viewers for a more holistic comprehension of online dental information.

As digital technologies rapidly integrate into Health Professions Education (HPE), gaining a comprehensive understanding of cyberethics becomes crucial. This scoping review aimed to explore the pedagogy of cyberethics within HPE, with an emphasis on its definitions, conceptualizations, theoretical foundations, and interventions. Drawing from 37 documents spanning 2012-2022, primarily originating from the U.S. and encompassing both peer-reviewed and grey literature, the study highlighted a significant gap in the explicit definition and conceptualization of cyberethics. Additionally, the evident lack of specific theoretical frameworks in the majority of these documents could hamper the progression and replicability of research. Among the reviewed articles, only four introduced cyberethics educational interventions, indicating a substantial avenue for future research. While the study utilized comprehensive search methods, limitations such as language biases and the potential omission of pertinent documents were present. Future investigations should broaden the cyberethics discourse to encompass emerging technologies and their ethical implications within HPE. Crafting comprehensive, culturally sensitive, and inclusive guidelines is pivotal in nurturing ethical digital practices in the health care community.

Patient safety is a top priority for all healthcare systems globally. Promoting the adoption of policies for reporting and learning from errors is an important strategy for improving care safety. Therefore, the aim of our study was to detect how much patient safety culture influences the reporting of adverse events and the use of the incident reporting tool. The study protocol was developed according to PRISMA guidelines. Articles were searched electronically in PubMed/MEDLINE, the COCHRANE library, and Google Scholar by two independent reviewers, and those that met the eligibility criteria were included. Synthesis of qualitative data from included studies was performed by graphical descriptive statistical analysis. The results of the systematic review showed that health care organizations' increasing focus on staff development of a safety culture has led to a significant increase in incident reporting rates over the years. Moreover, in situations where safety culture is placed at the top of the nations, there is a higher frequency of incident reporting. An efficient incident reporting system should be an essential foundation for healthcare organizations, as it allows them to collect experiences and data and provide feedback to healthcare providers and staff involved in care.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

This research investigates the transformative role of digital health solutions in tackling climate-related health challenges. The study underscores the potential of digital health innovations to empower individuals and communities, fostering resilience and collective action in addressing the health impacts of climate change. By enhancing the accessibility of critical health information and enabling real-time responses, these digital tools not only mitigate immediate risks but also contribute to long-term public health strategies. The findings highlight the importance of integrating digital health solutions into broader climate health initiatives, demonstrating their capacity to bridge gaps in public health infrastructure, especially in vulnerable populations. This research calls for continued investment and innovation in digital health technologies as a vital component of global efforts to combat the growing challenges posed by climate change

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

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

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

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

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

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

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

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

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

Nurses in disaster response require comprehensive understanding, training, and col-laboration among educators, researchers, and practitioners to overcome challenges and improve their capabilities. This study evaluates the impact of simulation-based training on improving nursing students' knowledge and performance in crisis management and triage during mass casualty incidents in Saudi Arabia, aiming to enhance existing pro-tocols in disaster management. This quantitative interventional pre-post study aimed to assess the impact of a training intervention on the disaster nursing skills of nursing students at Taif University in Saudi Arabia. The study involved a random sample of 101 nursing students and utilized a realistic train accident simulation with a response team comprising healthcare professionals and emergency specialists. A detailed questionnaire was used to measure emergency management skills and knowledge, and pre-test and post-test evaluations were conducted. Data analysis was performed using SPSS, and the study was conducted on a voluntary basis with necessary approvals obtained. The findings have the potential to enhance disaster management protocols and improve the preparedness of nursing professionals in Saudi Arabia. The posttest analysis revealed that a significant portion of participants achieved excellent, very good, and good levels of performance, indicating the effectiveness of the training program. In contrast, the pretest grades showed a higher percentage of participants receiving fail level grades, high-lighting the need for improvement prior to the training intervention. This study high-lights the importance of comprehensive training and education in disaster nursing for improving emergency response and patient outcomes

We explore the class of positive integers n that admit idempotent factorizations n=pq such that lambda(n) divides (p-1)(q-1), where lambda(n) is the Carmichael lambda function. Idempotent factorizations with p and q prime have received the most attention due to their cryptographic advantages, but there are an infinite number of n with idempotent factorizations containing composite p and/or q. Idempotent factorizations are exactly those p and q that generate correctly functioning keys in the RSA 2-prime protocol with n as the modulus. While the resulting p and q have no cryptographic utility and therefore should never be employed in that capacity, idempotent factorizations warrant study in their own right as they live at the intersection of multiple hard problems in computer science and number theory. We present some analytical results here. We also demonstrate the existence of maximally idempotent integers, those n for which all bipartite factorizations are idempotent. We show how to construct them, and present preliminary results on their distribution.

The aims of this study are to determine the oral health status of a rare sample of 19th-century migrant settlers to South Australia, how oral conditions may have influenced their general health, and how the oral health of this group compares with contemporaneous samples in Australia, New Zealand, and Britain. Dentitions of 18 adults and 22 subadults were investigated using non-destructive methods (micro-CT, macroscopic, radiographic). Extensive carious lesions were identified in 17 adults and 4 subadults, from this group 1 subadult and 16 adults had antemortem tooth loss. Sixteen adults showed evidence of periodontal disease. Enamel hypoplastic (EH) defects were identified in 14 adults and 9 subadults. Many individuals with dental defects also had skeletal signs of co-morbidities. South Australian individuals had the same percentage of carious lesions as the British sample (53%), more than other historic Australian samples, but less than a contemporary New Zealand sample. Over 50% of individuals from all the historic cemeteries had EH defects suggesting systemic health insults during dental development were common during the 19th century. The overall oral health of the South Australian settlers was poor but, in some categories, (tooth wear, periapical abscess, periodontal disease), better than the other historic samples.

Introduction: The COVID-19 pandemic overwhelmed health systems globally, and affected delivery of other health services. We conducted a study in Uganda to describe interventions for continuity of access to other health services. Methods: We reviewed documents and interviewed 21 key informants. Thematic analysis was conducted to identify themes using the World Health Organization health system building blocks as a guiding framework. Results: Governance strategies included establishment of coordination committees and development and dissemination of guidelines. Infrastructure and commodities strategies included review of drug supply plans and allowing emergency orders. Workforce strategies included provision of infection prevention and control equipment, recruitment and provision of incentives. Service delivery modifications included designation of facilities for COVID-19 management, patient self-management, dispensing drugs for longer periods and leveraging community patient networks to distribute medicines. However, multi-month drug dispensing led to drug stock-outs while community drug distribution was associated with stigma concerns. Conclusions: Health service maintenance during emergencies requires coordination to harness existing health system investments. The service continuity committee coordinated efforts to maintain services and should remain a critical element of emergency response. Self-management and leveraging patient networks should address stigma to support service continuity in similar settings and strengthen service delivery beyond the pandemic.

Art therapy fosters emotional healing and growth. This process can offer healthcare professionals (HCPs) novel insights into patients’ medication experiences. We developed a Metaverse Art Gal-lery of Image Chronicles (MAGIC), which depicted patients’ medication experiences symbolically as hero-villain portrayals. This gallery aimed to enhance healthcare students’ learning through re-latable insights into patients’ medication therapies. A character sheet was used to craft patients’ personifications of their medication experiences. ChatGPT, NightCafe, Canva, HeyGen and Cam-tasia were used to generate hero-villain portraits based on the character traits and mounted in MAGIC, which consisted of three virtual realms, each with a unique theme. Alpha-testing among sixteen Generation Z healthcare learners indicated that the content in MAGIC enabled them to understand the concepts of medication adherence (93.7%), art therapy (87.5%) and how patients related to their medications (81.3%). Perceived playfulness (rs=0.925, p

The growing dependence on large language models (LLM)s highlights the urgent need to deepen trust in these technologies. Regular, rigorous validation of their expertise, especially in nuanced and intricate scenarios, is essential to ensure their readiness for clinical applications. Our study pioneers the exploration of LLM utility in the field of cardiology. We stand at the cusp of a transformative era where mature AI and LLMs, notably ChatGPT, GPT-4, and Google Bard, are poised to influence healthcare significantly. Recently, we put three available LLMs, OpenAI's ChatGPT-3.5, GPT-4.0, and Google's Bard, to the test against a significant Polish medical special-ization licensing exam (PES). The exams cover the scope of completed specialist training, focusing on diagnostic and therapeutic procedures, excluding invasive medical procedures and interven-tions. In our analysis, GPT-4 consistently outperformed the others, ranking first, with and Google Bard and ChatGPT- 3.5 following, respectively. The performance metrics underscore GPT-4's no-table potential in medical applications. Given a score improvement of over 23.5 % between two AI models released just four months apart, clinicians must stay informed and up-to-date about these rapidly evolving tools and their potential applications to clinical practice. Our results provide a snapshot of the current capabilities of these models, highlighting the nuanced performance dif-ferences when confronted with identical questions

A small proportion of health care users are recognised to use a significantly higher proportion of health system resources, largely due to systemic, inequitable access and disproportionate health burdens. These high-resource health system users are routinely characterised as older, with multiple comorbidities, and reduced access to adequate health care. Geographic trends also emerge, with more rural and isolated regions demonstrating higher rates of high-resource use than others. Despite known geographical discrepancies in health care access and outcomes, health policy and research initiatives remain focused on urban population centers. To alleviate mounting health system pressure from high-resource users, their characteristics must be better understood within the context in which it arises. To examine this, a scoping review was conducted to provide an overview of characteristics of high-resource users in rural and remote communities in Canada and Australia. In total, 21 papers were included in the review. Using qualitative thematic coding, primary findings characterised rural high-resource users as those of an older age; with increased comorbid conditions and condition severity; lower socioeconomic status; and elevated risk behaviours.

Background: The COVID-19 pandemic has sped up digital health transformation across the health sectors to enable innovative health service delivery. Such transformation relies on competent managers with the capacity to lead and manage. However, the health system has not adopted a holistic approach in addressing the health management workforce development needs, with many hurdles to overcome. The objectives of this paper are to present the findings of a three-step approach in understanding the current hurdles in developing a health management workforce that can enable and maximise the benefits of digital health transformation, and to explore ways of overcoming such hurdles. Methods: A three-step, systematic approach was undertaken, including an Australian digital health policy documentary analysis, an Australian health service management postgraduate program analysis, and a scoping review of international literatures. Results: The main findings will guide the formulation of strategies in developing a digitally enabled health management workforce in the digital health era. Conclusions: With the ever-changing landscape of digital health, being able to lead and manage in times of system transformation requires a holistic approach to develop the necessary health management workforce capabilities and system-wide capacity. The evidence would support that this can be achieved with the required system, policy, educational and professional organizational enablers, which drive a digital health focused approach across all the healthcare sectors, in a coordinated and contextual manner.

The use of educational robotics has become increasingly popular in STEM education, offering motivating and hands-on learning experiences. This paper explores the potential of educational robotics for teaching plane curves at the university level. Specifically, it investigates the development and implementation of a LEGO SPIKE Prime robot designed to draw various central trochoids, including epicycloids and hypocycloids. The robot’s construction and programming are described, emphasizing the relationship between the robot’s physical movements and the mathematical equations of the curves it produces. The study also examines the integration of dynamic geometry software, which allows for visualization of the curves and verification of the robot’s accuracy. The paper concludes that educational robotics can serve as a valuable tool for enhancing both theoretical and practical understanding of mathematical and engineering concepts, offering a more engaging and interactive approach to learning.

Education 4.0 arises to provide citizens with the technical/digital competencies and cognitive/interpersonal skills demanded by Industry 4.0. New technologies drive this change, though time-independent learning remains a challenge, because students might face a lack of support, advice and surveillance when teachers are unavailable. This study proposes complementing presential lessons with online learning driven by ChatGPT, applied as an educational tool able to mentor K-12 students learning science at home. First, ChatGPT’s performance in the field of K-12 science is evaluated, scoring A (9.3/10 in 2023, and 9.7/10 in 2024) and providing detailed, analytic, meaningful, and human-like answers. Then, an empirical interventional study is performed to assess the impact of using ChatGPT as a virtual mentor on real K-12 students. After the intervention, the grades of students in the experimental group improved 30%, and 70% of students stated a positive perception of the AI, suggesting a positive impact of the proposed educational approach. After discussion, the study concludes ChatGPT might be a useful educational tool able to provide K-12 students learning science with the functional and social/emotional support they might require, democratizing a higher level of knowledge acquisition and promoting students’ autonomy, security and self-efficacy. The results probe ChatGPT’s remarkable capacity (and immense potential) to assist teachers in their mentoring tasks, laying the foundations of virtual mentoring and paving the way for future research aimed at obtaining a more realistic view of the AI impact on education.

Higher education equips youth with the requisite knowledge and skills for navigating environmental education and sustainability. The current study aims to test a comprehensive model for integrating environmental education and sustainability principles within the higher education ecosystem. The model emphasizes problem-based and service-learning approaches, technological integration, and behaviour change models to foster environmental education, and community engagement and enhance overall well-being. In this study, researchers examined the impact of curriculum, extracurricular activities, and community engagement as independent variables on dependent variables namely environmental education, sustainability, and well-being while also considering the mediating role of the undergraduates' awareness level. Data was collected from a higher education academic Institute in Riyadh, Saudi Arabia. The variance-based structural equation modeling (SEM) technique using Smart-Partial Least Squares (PLS) software was used to test these hypothesized relationships empirically. The study findings revealed a significant positive impact of curriculum development, extracurricular activities, and community engagement efforts on elevating undergraduates' awareness levels. Awareness levels mediated the effect of environmental education, sustainability, and well-being, highlighting the need to integrate environment-related topics into academic and extracurricular activities. This underscores higher education's potential to shape eco-conscious leaders by infusing environmental education into academic life. These findings have implications for higher education institutions, policymakers, and community organizers, emphasizing the importance of a holistic approach to environmental education for a sustainable society. By fostering environmental awareness among youth and integrating it into broader societal initiatives, educational institutions can play a crucial role in shaping a generation committed to sustainability and well-being.

The approach to the personal experience and previous ideas about Physical Education of future Primary Education teachers is a starting point of great interest for the teaching of the subject of Didactics of Physical Education. The study aims to investigate these prior beliefs and to verify to what extent this initial perception changes after taking the course on “Didactics of Physical Education”. A concurrent mixed-methods study was conducted, which included two data collection procedures: (1) a pre-experimental design with a single group featuring pre-test and post-test; (2) the analysis of students' autobiographical accounts of their school experience with physical education. The participants were students enrolled in the Bachelor’s degree program in Primary Education at the University of Santiago de Compostela (USC) who undertook the course last year. The results obtained reveal that after taking the subject of Didactics of Physical Education, students give greater value to more positive concepts of learning, socializing, participating, and playing, among others. Similarly, in the post-test, the assessment of concepts such as competitiveness and physical fatigue diminished. In their autobiographical memories, students associate good memories with relationships with classmates and the playful and socializing nature of the subject; and among the bad memories, they highlight the content related to physical performance, competitiveness, and lack of attention to the diversity of students and their individual characteristics.

This paper explores the dynamic interplay of K-12 education, the Fourth Industrial Revolution (IR 4.0), and internationalization in the Philippines. Through qualitative content analysis, key themes emerged, shedding light on the impact of K-12 education on global competitiveness, challenges in embracing IR 4.0 technologies, and opportunities arising from internationalization efforts. The findings underscore the significance of curriculum alignment with international standards, comprehensive digital literacy training, and fostering a global mindset to prepare students for the digitally-driven, interconnected world. Understanding the implications of these themes is crucial for the Philippines' education system, as it navigates towards a transformative and globally competitive future. Further, this research offers evidence-based recommendations and addresses research gaps, contributing to a broader understanding of how the convergence of these forces shapes the future of Philippine education. Future research avenues may explore long-term impacts on workforce preparedness, innovative IR 4.0 integration, and the effectiveness of internationalization efforts on educational outcomes. Eventually, this study inspires an education system that nurtures learners equipped to thrive in an ever-evolving global landscape.

Abstract: Self-regulated Learning has become one of educational psychology's most critical research areas. Contemporary research indicates that student creativity is crucial to the success of arts education. However, there is limited research on creativity in arts education in Self-regulated Learning. Therefore, this study aims to define the creativity characteristics that determine the quality of students’ work. This study implemented a creative competition in painting and composition for first-year undergraduates. It evaluated the characteristics of creativity during the three main phases of the task: planning, execution, and completion. We discovered through semi-open questionnaires (n=178)，and using the content analysis method. According to the competition results, the students with the highest scores in Flow, Inspiration, and Idea Generation in the Performance phase had the best quality work. In the Forethought phase, Analogical Thinking and Idea Generation worked best for most students, while in the Performance phase, Flow Sense, Idea Generation, and Idea Manipulation worked best.Data on creativity characteristics at different work phases and final quality might adequately guide and organize educational procedures. These findings can serve as a theoretical foundation for quantifying the creativity phase in Self-regulated Learning and offer arts educators a reference for creativity instruction.

Background and Purpose: Open-source Artificial intelligence (AI) applications are fast transforming access to information and allow students to prepare assignments and offer quite accurate responses to a wide range of exam questions which are routinely used in assessments of students across the board including undergraduate dental students. This study aims to evaluate the performance ChatGPT, an AI-based application, on a wide range of dental assessments and discusses the implications for undergraduate dental education. Methods: This was an exploratory study investigating the accuracy of ChatGPT to attempt a range of recognized assessments in undergraduate dental curricula. ChatGPT was used to attempt ten items based on each of the five commonly used question formats including single-best answer (SBA) multiple-choice questions (MCQs); short answer questions (SAQs); short essay questions (SEQs); True/False questions and fill in the blanks items. In addition, ChatGPT was used to generate reflective reports based on multisource feedback (MSF); research methodology; critical appraisal of the literature. Results: ChatGPT application provided accurate responses to majority of knowledge-based assessments based on MCQs, SAQs, SEQs, Tue/False and fill in the blanks items. However, it was only able to answer text-based questions and did not allow processing of questions based on images. Responses generated to written assignments were also of good quality apart from those for critical appraisal of literature. Word count was the key limitation observed in outputs by ChatGPT as it was only able to produce reports limited to approximately 650 words. Conclusion: Notwithstanding their current limitations, AI-based applications have the potential to revolutionize virtual learning. Instead of treating it as a threat, dental educators need to adapt teaching and assessments in dental education to the benefits of the learners whilst mitigating against dishonest use of AI-based applications.

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

Unlike other SDGs, the SDG4 about quality education is not a goal in itself, but rather a tool to achieve different goals. Universities in this respect play a crucial role in the short-term implementation of SDGs for education, including new approaches and contents. Current academic debates explore the best practices via deductive-theoretical or inductive-experiential methods, yet not always considering the geographical, and therefore cultural and infrastructural factors affecting the success and the failure of such practices. In this paper, we systematize the implementation of SDGs in Italian universities from 2016 to 2019. Eighteen experiences have been collected after a national call by the Italian Network of Sustainable Universities (RUS) aimed at mapping the current landscape of SDG related actions. Results have been analyzed according to two criteria: 1- the educational "container" where the SDGs implementation takes place (from random workshops to dedicated courses); 2- the different organizational scales (from the foundation of a new department to the campaigns by local green teams). With this paper, we do not propose a total refunding or "deus-ex-machina" solutions, disregarding the local factors and the local resources in Italian universities. On the contrary, we draw a map to propose the reuse of an existing structure with adjustments, retrofitting and renewal actions towards holistic and coordinated sustainability efforts. Results show that, within the Italian context, SDGs implementation is still primarily understood as a strategic element for branding and promoting the green image of the Athenaeum. Secondarily, it is seen whether as a separate discipline to be inserted into existing curricula and original teachings or as a conceptual tool for remedying specific societal challenges through random workshops or fieldworks. Conclusions highlight the value of this first Country-wide systematization of the Italian Higher Education Institutions toward SDGs implementation. This exercise avoids individual experiences remaining isolated and self-concluded, and, most importantly, provides comparability and transferability criteria to help similar cases. Further works envisage the recognition of same elements in the broader European traditions, as well as the enhancement of stimuli for a personal and societal transformation generated by the partnership of all those people and institutions engaged in the exciting yet urgent defy of today's societal challenges.