This study presents a mixed review of research on the competencies of built environment professionals in infrastructure delivery within emerging economies. By integrating bibliometric analysis with a systematic review, the research offers a comprehensive understanding of key themes, trends, and debates in the field. The review process culminated in the selection of 59 publications, which were analyzed to identify critical topics including embedding emerging skills in built environment competencies, competency-based curriculum, technology infrastructure and assessment, municipal competency training, and the role of the Fourth Industrial Revolution (4IR). The findings underscore the importance of evolving educational frameworks to meet the demands of globalization, integrating advanced technologies, and fostering industry-academic collaborations to enhance the skills of professionals in the built environment sector. This approach ensures a robust examination of the competencies necessary for effective infrastructure delivery in emerging economies.

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.

(1) Background: Substantial evidence that neural timing deficits are prevalent in developmental disorders, aging, and concussions resulting from a mild Traumatic Brain Injury (mTBI) is presented. We show that if timing deficits are remediated using low-level movement discrimination training, then high-level cognitive skills, including reading, attention, processing speed, and working memory improve substantially. (2) Methods: Two case studies are presented using MEG source imaging on an adult dyslexic, and a healthy older adult observed before and after training on movement discrimination two times/week for 8 weeks for adult dyslexic. (3) Results: We found improvements in reading, attention, processing speed, and working memory on neuropsychological tests. Substantial MEG signal increases in visual Motion Networks (V1, V3, MT, MST), Attention Networks (ACC, dlPFC, vlPFC and precuneous/ PCC areas) and Memory Networks (dlPFC). (4) Conclusions: Improving neural timing deficits before cognitive exercises to improve specific cognitive skills provides a rapid and effective method to improve cognitive skills. Improving the timing and sensitivity of low-level dorsal pathways, improving feedforward and feedback pathways, is essential to improve high-level cognitive skills. This adaptive training with substantial feedback shows cognitive transfer to tasks not trained on, significantly improving a person’s quality of life rapidly and effectively.

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of the technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

Virtual Reality (VR) is increasingly used in neuropsychological assessments due to its ability to simulate real-world environments. This study aimed to develop and evaluate the Trail Making Test in VR (TMT-VR) and investigate the effects of different interaction modes and gaming skills on cognitive performance. A total of 71 young female and male adults (aged 18-35) with high and low gaming skills participated in this study. Participants completed the TMT-VR using three interaction modes: eye-tracking, head movement, and controller. Performance metrics included task completion time and accuracy. User experience, usability, and acceptability of TMT-VR were also examined. Results showed that both eye-tracking and head movement modes significantly outperformed the controller in terms of task completion time and accuracy. No significant differences were found between eye-tracking and head movement modes. Gaming skills did not significantly influence task performance using any interaction mode. Participants reported high usability, acceptability, and user experience for the TMT-VR. Eye-tracking facilitated higher accuracy, while head movement higher speed. The TMT-VR offers high usability and user experience and is well accepted by the participants. The findings suggest that VR-based assessments can effectively measure cognitive performance without being influenced by prior gaming skills, indicating potential applicability for diverse populations.

(1) Background: Youths with multiple risks and severe disadvantages experience poorer health and educational outcomes than less disadvantaged peers. To address problems with coping and self-regulation in this group, mental skills training (MST) approaches more commonly used in sport are an emerging intervention approach. (2) Methods and Results: This narrative review synthesizes literature to explain the need for MST, how it works, and evidence to support it works by focusing on two well evaluated programmes: LifeMatters and My Strengths Training for Life™. (3) Conclusions: To support positive youth development, MST is a strengths-based, flexible and adaptable approach to help fill the shortage of available evidence-based programs for those youths facing multiple disadvantages. The findings of this review may facilitate policy makers, commissioners, program planners, and researchers in the uptake of MST or similar psychoeducational approaches in future.

This study analyzed the relationship between contextual factors, personal factors, and entrepreneurial intentions of business area students from the perspective of the Theory of Planned Behavior. Data were collected using a questionnaire applied to 229 entering the courses, and the analysis was carried out using Structural Equation Modeling (PLS-SEM). The results demonstrated that: a) H1a: education had a positive influence on the choice of an entrepreneurial career, and b) H1b: business-friendly environments reinforce this choice, influenced by broader social and cultural support. This demonstrates that environmental, factors enhance cognitive factors and the intention to undertake. The results also showed that: c) H2c: the perception of abilities to start a business, and d) H2a: the favorable evaluation of choosing an entrepreneurial career, are determining elements of entrepreneurial intentions in the studied context. However, the negative relationship between e) H1c: government incentives and the ability to start a business, and f) H2b: the influence of social and environmental on entrepreneurial intentions requires attention from universities and governments in promoting environments conducive to entrepreneurship, the choice of an entrepreneurial career and the decision of young people to get involved in sustainable business projects. In conclusion, environmental and psychological aspects have positive and significant effects on the entrepreneurial career intentions of higher education students, opening space for governments and universities to promote student entrepreneurship with the sustainability business as beliefs and values.

University-Business partnership for collaborative curriculum design, development and delivery is possibly the less explored dimension of University Business Collaboration (UBC). Even if some models for curricular design and development might be available, scarce information exists on how the partnership is constructed, the new curricula are designed, developed and how they are implemented. This article intends to present and discuss the experience obtained during a three-year European funded Project, namely Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates' employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project's success was attributed to key practices, including defining a common conceptualization of CT, employing participatory co-design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.

Education for Sustainable Development (ESD) is considered vital to the success of the United Nations’ Sustainable Development Goals. Systems Thinking has been identified as a core competency necessary to incorporate into ESD. Systems Thinking orientated ESD learning tools, established methods of assessment of sustainability skills, and studies to demonstrate effectiveness of such learning tools, are all lacking. There is a wealth of experience in the System Dynamics field regarding the application of Systems Thinking and simulation to environmental problems, sustainability and systems education. Many System Dynamicists regard simulation as essential for teaching Systems Thinking. The substantial body of research into the design of effective simulation-based learning environments (SBLEs) can also inform ESD initiatives. This research describes a randomised controlled trial (n=106) to investigate whether an online sustainability learning tool that incorporates Systems Thinking and System Dynamics simulation increases understanding of a specific problem and supports transfer of knowledge to a second problem with a similar systemic structure. The effects of Systems Thinking and simulation were tested separately and in combination. The learning tool was designed for a single online learning session. Simulation was found to increase ESD learning outcomes significantly, and also to support transfer of skills, although less significantly.

Mountain and pastoralist societies around the world have for centuries sustained their livelihoods and cultures by accumulating specialist knowledge about their local and regional socio-ecological environments. Developing traditional knowledge and customary practices takes time, sometimes spanning across generations. As macro-level changes to social and natural environment are now taking place, such as globalization and climate change, local communities could potentially also benefit from complementary, suitably adapted educational opportunities for sustainable development. However, access to education has often required moving to urban centres, which can weaken community structures and cohesion, and could also foster increased dependence on external specialists, providers or decision-makers. Careful introduction of emerging Educational Technologies could alleviate and possibly reverse such trends as mobile Internet access spreads to remote areas. This paper examines the role of education in sustainable development and specifically explores the potential for two educational innovations, open badges and blockchain, to provide a new construct for transformation in sustainable development amongst mountain and pastoralist societies. These technologies could not only facilitate education through online distance learning, but also allow geographically remote populations to highlight the value of their traditional knowledge and to engage more comprehensively in their changing worlds.

The 21^st century has witnessed precipitous changes spanning from the way of life to the technologies that emerged. We have entered a nascent paradigm shift (industry 4.0) where science fictions have become science facts, and technology fusion is the main driver. Thus, ensuring that any advancement in technology reach and benefit all is the ideal opportunity for everyone. In this study, disruptive technologies of industry 4.0 was explored and quantified in terms of the number of their appearances in published literature. The study aimed at identifying industry 4.0 key technologies which have been ill-defined by previous researchers and to enumerate the required skills of industry 4.0. Comprehensive literature survey covering the field of engineering, production, and management was done from multidisciplinary databases: Google scholar, ScienceDirect, Scopus, Sage, Taylor & Francis and Emerald insight. Results of the electronic survey showed that 35 disruptive technologies were quantified and 13 key technologies: Internet of things, Big data, 3D printing, Cloud computing, Autonomous robots, Virtual and Augmented reality, Cyber physical system, Artificial intelligence, Smart sensors, Simulation, Nanotechnology, Drones and Biotechnology were identified. Both technical and personal skills to be imparted into the human workforce for industry 4.0 were reported. The study identified the need to investigate the capability and the readiness of developing countries in adapting industry 4.0 in terms of the changes in the education systems and industrial manufacturing settings. The study proposes the need to address integration of industry 4.0 concepts into the current education system.

A well-prepared public health workforce is essential for reducing disease burdens and improving population health, requiring an education that addresses global and complex challenges. This paper examines the integration of the relational employability framework in public health education to cultivate critical global citizenship among students and graduates. Our research, conducted at Edith Cowan University in Perth, Western Australia, involved two case studies using qualitative interviews. Case Study 1, drawn from Cook’s doctoral research, explored student experiences with the relational employability framework within an undergraduate capstone unit. Case Study 2, a school-funded project, gathered graduate perspectives to inform ongoing curriculum development. The findings indicate that the relational employability framework enhances global competencies among students and graduates, through research skills development and critical reflective practice. Students reported improved awareness of their learning needs, self-confidence, and an increased ability to engage with diverse perspectives and societal challenges. Graduates highlighted the framework’s role in understanding ethical standards, conducting rigorous research and applying evidence-based practices in professional settings. Additionally, the framework supported the development of a reflective mindset, enabling graduates to make informed, value-based career decisions and advance their professional growth. The study suggests that adopting a relational employability approach can effectively prepare globally competent and reflective public health professionals. We advocate for the broader implementation of this framework in health education and higher education, offering practical recommendations for curriculum transformation. Such an approach will equip future professionals to contribute meaningfully to public health debates and embody the principles of global citizenship in their practice.

Self-sustained learning (SSL) is considered a crucial factor in promoting students’ long-term learning and development in a sustainable society. To deepen the understanding of SSL, especially in the context of learning English as a second language, the current study examined the influence of intercultural communicative skills, language mindset, and positive L2 self on SSL in English learning among 1,238 college students in China. The results showed that students not only had a strong language mindset, positive L2 self, and intercultural communicative skills but also scored higher in long-term self-sustained English learning. Findings from the Structural Equation Modeling indicated that both language mindset and intercultural communicative skills positively predicted positive L2 self and self-sustained English learning. Furthermore, language mindset and intercultural communicative skills had an indirect impact on self-sustained English learning through positive L2 self. These findings suggest that to promote English learners’ SSL, instructors should help facilitate students’ intercultural communicative skills and foster a growth language mindset, as well as positive language learning beliefs.

Background: Youth experiencing homelessness (YEH) in East Asia Pacific (EAP) represent one of the most at-risk populations due to cultural and geographical factors. Effective mental health interventions, primarily researched in Western contexts, may not fully apply to YEH in EAP. Their lack of stable shelter, disrupted social networks, and limited access to mental health services elevate their susceptibility to adverse mental health, making urgent interventions essential to address their needs. Objective: To explore and provide systematic evidence on the types of mental health services and interventions for YEH in EAP and their impact on overall quality of life and wellbeing. Methods: Electronic databases(e.g., Medline, PsychInfo, PubMed, Scopus) were systematically searched(publication dates between 01/01/1990-13/05/2023), as well as additional online resources specific to homelessness. Articles were screened, and a critical appraisal assessed the quality of the included studies. Results: Eight studies with different interventions were identified in Indonesia(n = 2), Malaysia(n = 1), South Korea(n = 3), and The Philippines(n = 1). These were thematically clustered into six categories: art, cognitive behavioural therapy, life skills education, resilience enhancement, family strengthening and government interventions/services. Conclusion: This review highlights effective mental health interventions’ positive impact on YEH mental health outcomes and quality of life in EAP, stressing the urgent need to implement socio-culturally sensitive services. Future research should address knowledge gaps through comprehensive studies covering diverse EAP regions and populations, prioritising socio-culturally specific psychological measures.

Ever since pharmacy has become a profession, pharmacist's role has been continuously subjected to changes due to specific influences from historical, socio-economic, political, and scientific context. Nowadays the classic perception of pharmaceutical profession in Community Pharmacy is facing worldwide extinction due to many factors. Modern services, such as online, mail-order, and telephone-order pharmacies are increasingly gaining ground thanks to their ability to facilitate customer demand. However, at the same time, they are endangering “face-to-face” contact, affecting the building of customer loyalty based on direct “human” interaction, and consequently reducing pharmacists to mere commercial figures. Communication is in fact emphasized as the essential element to build a solid and appropriate interpersonal relationship with the client, to make the consultancy process effective, and to strengthen pharmacist's professionalism in community pharmacy. The aim of this work is to analyze pharmacist’s role in modern society by pinpointing the factors affecting pharmacy profession practice. Specific purpose will be improving both the academic training of future professionals and their capacity to approach public relations through a deepened study and practice of behavioral, communication, educational, and sociological methodologies and techniques that would allow the development of more effective communication skills useful for providing an efficient consultancy service.

Taiwan's bed and breakfast (B&B) development has been more than 25 years ago, from the first generation of retirement to the B&B industry, serving tourists from all over the world accom-modation, providing breakfast and accommodation mode to the present, after the change of employees from the second generation, more and more attention is paid to the cultivation and cultivation of business ability. With the advent of the era of AI technology networking, the ca-pabilities required for B&B operation are more focused on all aspects of service, and the good marketing ability of B&B can promote a green chimney-free tourism economy, which is also a favorite industry of various governments and the public. This study explores the basic vocational competency indicators required for running a B&B, with (1)EQ emotion management skills, (2)Financial management ability, (3)(SK) technical skills, and (4)Marketing and promotion management capabilities. Through the study method, the K-S Z test was determined by the con-sensus conclusion of expert reliability and validity p value

The Indian educational system grapples with deep-rooted structural and systemic challenges that have hindered equitable access to quality education across all levels. Central issues include outdated curricula that fail to equip students with contemporary skills, significant socio-economic disparities limiting access and outcomes, and inadequate teacher training alongside deficient infrastructure, particularly in rural and economically disadvantaged areas. These challenges contribute to unequal educational opportunities and outcomes, with a stark divide between urban and rural, and between private and public institutions. This review delves into these pervasive issues, analyzing how they manifest from primary through tertiary education. In primary education, the focus often remains on rote learning, overlooking critical thinking and problem-solving skills. At the secondary and tertiary levels, curriculum relevance remains a concern, as courses frequently do not align with modern industry demands or technological advancements, creating a skills gap among graduates. Addressing these challenges, this review proposes a series of reforms aimed at building a more inclusive and effective system. Key reforms include curriculum modernization to incorporate skills for the 21st century, integrating digital learning tools to expand access and facilitate adaptive learning, and comprehensive teacher development programs that emphasize continuous professional growth. Together, these initiatives aim to create an educational environment that is not only inclusive but also adaptive to the evolving demands of a globalized world, thereby enhancing the quality and reach of education across India.

Aptamers have a well-earned place in therapeutic, diagnostic, and sensor applications, and we now show that they provide an excellent foundation for education, as well. Within the context of the Freshman Research Initiative (FRI) at The University of Texas at Austin, students have used aptamer selection and development technologies in a teaching laboratory to build technical and 21st century skills appropriate for research scientists. One of the unique aspects of this course-based undergraduate research experience is that students develop their own projects, and take ownership of their own science in what would otherwise be a traditional teaching lab setting. Of the many successes, this work includes the isolation and characterization of novel calf intestinal alkaline phosphatase (anti-CIAP) RNA aptamers by an undergraduate researcher. Further, preliminary survey data suggest that students who participate in the aptamer research experience express significant gains in their self-efficacy to conduct research, and their perceived ability to communicate scientific results, as well as organize and interpret data. This work will describe the use of aptamers in an educational setting, highlight the positive student outcomes of the aptamer research experience, and more particularly present the research findings relative to the anti-CIAP aptamer.

In order to counter the impending shortage of skilled professionals in the aging societies of our time in many western countries such as Germany, solutions for business and society are urgently needed. Here, artificial intelligence (AI) can play an important role in mitigating the problem with the help of diverse applications. At the same time, it is important to consider both the needs of the respective employee1 and the company to ensure that the use of AI has a positive impact on the organization and finds social acceptance. In this article, we describe the newly developed OSQE model (Optimize, Secure, Qualify, Expand), which for the first time outlines an AI cycle against the shortage of skilled professionals in a holistic approach that focuses equally on people and companies. This can serve organizations as a guide for strategy development, decision-making for and implementation of AI-supported measures in an entire cycle of an employee's affiliation with a company. The model takes three driving forces into account: companies, professionals, and AI applications. In the model, the measures to be implemented are prioritized with ascending numbering based on what would be most urgent for a company to implement. All measures relate to areas of action that place people at the center and can be assigned to the classic cycle of belonging of an employee in the company. In this regard, the opportunities that AI offers to professionals and companies are highlighted.

"Redesigning Education: A Transformative Approach" outlines comprehensive strategies for re-forming educational systems from primary to secondary levels to promote holistic student de-velopment. Traditional educational models fail to address diverse learning needs and cultivate critical thinking, creativity, and emotional intelligence. This study introduces innovative approaches such as personalized education through AI, wellness schools, professional skill development programs, and social and emotional learning (SEL) integration. The methodology includes an extensive literature review of contemporary educational books, peer-reviewed articles, and case studies from highly developed European countries, ensuring that the proposed strategies are grounded in credible and current research. Key reforms include continuous professional development for teachers, enhanced teacher training and support, comprehensive counseling services, and robust support systems for students. Strengthening school-family collaboration and promoting multiculturalism through inclusive policies and cultural events are emphasized. Additionally, upgrading school infrastructure to create safe and welcoming learning environments is essential for student prosperity. The proposed educational reforms aim to create an inclusive, innovative, and supportive learning environment, ensuring students thrive academically, emotionally, and socially. By integrating these comprehensive reforms, the study seeks to develop effective educational systems that foster student well-being and excellence, equipping future generations for success in a rapidly evolving world.

Traffic Inspection (TI) work in this article is positioned as a specific module of road traffic with its primary function oriented towards monitoring and controlling safe traffic and the execution of significant events within a particular geographic area. Exploratory research on the significance of event execution in simple, complicated and complex traffic flow and process situations is related to the activities of monitoring and controlling functional states and performance of categorical variables, which include objects and locations of road infrastructure, communication infrastructure and networks of traffic inspection resources. It is emphasized that the words “work” and “traffic” have the semantic status as synonyms (in one world language), which is explained in the design of the Agent-based model of the complexity of content and contextual structure of TI work at the singular and plural level with 12 points of interest (POI) in the thematic research. An Event Execution Log (EEL) was created for on-site data collection with eight variables, seven of which are independent (event type, activities, objects, locations, host, duration-period and periodicity of the event) and one dependent (significance of the event) variable. The structured data set includes 10,994 input-output vectors in 970 categories collected in the EEL created by 32 human agents (traffic inspectors) over a 30-day period. An algorithmic presentation of the methodological research procedure for preprocessing and final data processing in the ensemble of machine learning models for classification and selection of TI tasks is given. Data cleaning was performed on the available dataset to increase data consistency for further processing. Vector elimination was carried out based on the Location variable, such that the total number of vectors equals the number of unique categories of this variable, which is 636. The main result of this research is the Classification modeling of the significance of events in TI work based on machine learning techniques and the Stacking ensemble. The created machine learning models for event significance classification modeling have high accuracy values. To evaluate the performance metrics of the Stacking ensemble of models, the confusion matrix, Precision, Recall, ND F1-score are used.