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.

The aim of this article has been to evaluate the impact of a physical-sport education programme, based on the pedagogical model of Sport Education within the framework of quality Physical Education and approached from the field of social and emotional learning, on a set of psychological variables: subjective well-being (quality of life related to health, positive affect and negative affect); trait emotional intelligence and social anxiety. A total number of 113 Compulsory Secondary Education students were involved, aged 12 to 15 years old, 44 of whom belonged to the control group (CG) and 69 to the experimental group (EG). A quasiexperimental design of repeated pretest and posttest measures with the CG was used. The results obtained in this investigation revealed that the intervention programme caused significant improvements in the subjective well-being and the trait emotional intelligence for the EG. These findings reinforce the pedagogical efficiency of the programme with regards to the aim that has been set. Likewise, the findings also highlight the suitability and appropriateness in terms of innovative teaching proposals. In the same way, the results showed relevant empirical contributions in this given school context due to its psychological benefits and the encouragement of healthy living.

The article mounts an argument for public theology as an appropriate if not vital adjunct to contemporary education’s addressing of security issues in light of current world events with indisputable religious and arguably quasi-theological foundations. It will briefly expound on the history of thought that has marginalized theology as a public discipline and then move to justify the counter view that the discipline, at least in the form of public theology, has potential to address matters of such public concern in a unique and helpful way. The article will culminate with an exploration of Global Jihadism as a case study that illustrates the usefulness of public theology in understanding it better and so allowing for a response with potential to be more informed and security-assured than is commonly effected.

The article mounts an argument for public theology as an appropriate if not vital adjunct to contemporary education’s addressing of security issues in light of current world events with indisputable religious and arguably quasi-theological foundations. It will briefly expound on the history of thought that has marginalized theology as a public discipline and then move to justify the counter view that the discipline, at least in the form of public theology, has potential to address matters of such public concern in a unique and helpful way. The article will culminate with an exploration of Global Jihadism as a case study that illustrates the usefulness of public theology in understanding it better and so allowing for a response with potential to be more informed and security-assured than is commonly effected.

Based on the detailed exploration of AI techniques for the early identification of learning difficulties in education, this study underscores the pivotal role of educational data analysis in enhancing student outcomes. Educators can proactively identify and address learning challenges through systematic data collection and analysis, thereby minimizing long-term academic obstacles and emotional stress. The integration of AI, particularly through natural language processing and computer vision technologies, facilitates personalized learning paths and real-time interventions, offering tailored support that maximizes each student's learning potential. These advancements optimize educational resource allocation and foster a more inclusive and effective learning environment, paving the way for future advancements in personalized education and intelligent teaching practices.

Human activities continue to degrade oceanic, coastal and inland waters. The generational change in the role of society in actively looking after the health of water resources can be achieved through the expansion of ocean and water literacy in schools. The Network of European Blue Schools established under the EU4Ocean Coalition for Ocean Literacy has improved ocean and water literacy; however, this Network needs to grow and be supported. Here we present ProBleu; a recently funded EU project that will expand and support the Network, partly through the use of citizen science. The core of the proposed methodology is facilitating school activities related to ocean and water literacy through funding calls to sustain and enrich current school activities, and kick-start and support new activities. The outcomes of the project are anticipated to have wide and long-term impacts across society, oceanic, coastal and inland water environments.

This study aimed to translate and validate the Genomic Nursing Concept Inventory (GNCI) in Greek, analyze the genomic knowledge of nurses in Crete, Greece, and explore potential factors that could affect it. This cross-sectional study included 324 nurses from public hospitals and primary care units between July and December 2022. The GNCI is a 31-item questionnaire that evaluates genomic nursing concepts, but it has not been translated and validated in Greek. The translation process included independent forward translations, reconciliation, and back-translation. To evaluate internal consistency, Cronbach’s alpha was used, and Confirmatory Factor Analysis (CFA) was conducted to determine the fit of the model. Multiple linear regression analysis was performed to examine the associations between the demographic variables and GNCI scores. The internal consistency of the GNCI was acceptable (Cronbach’s alpha= 0.622). The CFA indicated that the one-factor model had an adequate fit (SRMR = 0.076, CD = 0.677, CFI = 0.744). The mean GNCI score was moderate (0.35±0.14). Regression analysis suggested that only gender could affect GNCI scores, with female nurses scoring higher than male nurses (p>0.001). In conclusion, the Greek version of the GNCI is a reliable tool for assessing genomic knowledge among Greek nurses.

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

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

The Self-determination theory and The Vallerand's Hierarchical Model has been studied with different types of social factors that can bring different consequences. The purpose of this work was if responsibility and social climate could predict the social and prosocial behaviors and vio-lence. For this, 429 students (M = 11.46, SD = 1.92) participated in this study answering a ques-tionnaire with five variables: school climate, responsibility, motivation, satisfaction of psycholog-ical needs, prosocial and antisocial behaviors and violence. The main results saw that the most part of variables were correlated positive and directly except with antisocial behaviors and vio-lence. On the other hand, prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict psy-chological basic needs and these needs, can improve the autonomous motivation and finally have positive consequences improving prosocial behaviors and reducing antisocial behaviors and vio-lence. In conclusion, school climate and responsibility can improve positive consequences to the classroom, specifically, prosocial behaviors and reducing violence and antisocial behaviors.

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

First came the digital banks without offices, and then the “fintech” companies that combined technology and finance to achieve greater efficiency and new business models. Later was the turn of transport and logistics, understood as the sector whose economic activities derived from the transport of people and goods, while on the one hand, it has had a new spring thanks to factors such as online sales. Then, perhaps catalyzed by the pandemic scenario, the turn has reached education, where years ago was only a complement of traditional education, now is a central part with multiple modern methodologies. Numerous studies exist about using or implementing these e-learning procedures, but technical analysis is barely found in references. This work aims to analyze the digital transformation of the main sectors of our society, including finances, transport, and education, together with several examples of how technology was helping to fight the pandemic scenario.

Being overweight or obese is a public health problem. This work evaluated a food and nutrition education (EAN) intervention against overweight schoolchildren in four schools in the West Panama Province. A quasi-experimental before-and-after study that implemented a 34-week EAN intervention through workshops with didactic material to 403 children between 8 and 13 years old. The knowledge and attitude survey was used as an evaluation tool before and after the educational intervention. The prevalence of excess weight (40%) did not report differences after the intervention. No differences were reported in the median level of attitude, although higher levels of knowledge were reported in students of both sexes. EAN in schoolchildren can be effective in acquiring knowledge and maintaining a positive attitude towards food.

The objective of this research article is to determine if social and cultural capital are factors that cause inequalities in the level of knowledge in civic and citizenship education, between Latin American and European countries. To achieve this purpose, information from the National Study of Civic and Citizen Education -ICCS-, of the International Association for the Evaluation of Educational Achievement -IEA-, of the year 2016, is used. Methodologically speaking, the Educational Production Function -EPF- is estimated and subsequently, the Oaxaca-Blinder decomposition technique is applied to quantify the differences in civic and citizenship education and see how much they are explained by the characteristics of the student and their family. the school, the social and cultural capital. As a main result, educational inequalities were found in favor of European countries, and are due to a greater extent to differences in school resources, between Latin American and European countries, followed by differences in social and cultural capital, therefore, it is the European students who make the best use of and benefit from the differences in school endowments and in social and cultural capital.

An inclusive curriculum with a socio-cultural approach must include content on sustainability. This study raised the following problem: What is the presence of contents related to sustainability in the curricula of 24 degrees of Pedagogy of the Spanish state.? Through an explicit study, subjects directly related to sustainability were identified and analyzed through the qualitative data analysis program Atlas-ti. The categories of analysis used were those present in the Sustainability Thesaurus [4] to which the professional category was incorporated. The results showed, on the one hand, the low presence in these grades of subjects whose name indicates a direct link with sustainability and, on the other hand, On the other hand, the presence of professional competencies was detected, which were not subsequently specified in the corresponding learning outcomes or in the training content.

As a consequence of the global sanitary crisis in early 2020, universities had to tackle with a sudden shift in their teaching-learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the tasks implemented, student experiences and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the measures and adaptations adopted. Six courses taught at Civil Engineering degrees of three universities, two from Spain and one from Peru, are analyzed. The teaching and evaluation strategies are described and some reflections are made by comparing the student’s performance with the previous course. Although the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and have probably come to stay, although some others are difficult to replace with respect to face-to-face learning, especially students’ engagement and motivation.

This scholarly article provides an overview of the present and future issues and trends in social work on a global scale. Drawing upon recent bibliographic references and a review of the literature, this article explores the challenges faced by social workers in various regions and highlights emerging trends that are reshaping the field. The analysis incorporates insights from renowned authors and researchers to provide a comprehensive understanding of the current state and anticipated future of social work practice, education, and research worldwide.

Emotional intelligence and educational level are commonly associated with success in life and well-being. While multiple studies have explored these concepts independently, few studies have examined the impact of educational level on emotional intelligence and associated variables, such as well-being. A total of N = 202 participants were recruited online. Participants completed measures of emotional intelligence, well-being (i.e., happiness, self-esteem, personal growth). Overall, participants who previously obtained a bachelor’s degree displayed higher levels of emotional intelligence, happiness, self-esteem, and personal growth compared to those without an undergraduate degree. However, no differences were observed on any variable between individuals currently enrolled in a university and non-students. The results suggest that, while completing a university degree increases emotional intelligence and well-being, the stress of being a student may negatively impact the benefits obtained from attending university. Limitations and possible directions for future research are discussed.

Education setting evolved from historical open learning system to traditional classroom set-up to distance learning modality. Teaching-Learning practice is transformed with an evolution of teaching-learning materials. With technological advancement in progressive manner and it’s increasing use in academic setting, distance learning has been the on-demand and on-debate topic in current educational discourse. Comparatively fresh topic in Nepali academic setting, this paper intended to analyze the perception of Nepali students towards online modality in Nepali academic setting. This paper further analyzed the student’s preference towards distance learning in current Nepali academic setting. Research findings were analyzed based on data collected through literature review, interview with students and professor and quantitative data collection through use of google form. Study identified opportunities as revenue generation; continuation of academic career from any part of country; increase learning outcome among jobholders. Study identified challenges as unequal access and quality of internet facilities; affordability of laptops/computers; limited interaction; and frequent disturbances. Seeing the better prospects, study strongly supported the need of shift in academic shift from traditional setting to non-traditional setting in Nepali context to meet the global needs of competitive and quality education.

The aim of this study was to analyze the level of specific back-health-related physical activity and exercise knowledge. This is a cross-sectional study. A representative sample of 1500 students were recruited with a confidence level of 95% and an accepted standard error of ±2.53%. Individuals were aged between 13 and 18 years old (mean age= 15.18; SD = ±1.446). Self-reported questionnaires were used to record back-health-related physical activity and exercise knowledge concerning back care in adolescents. The level of specific knowledge of back health education related to physical activity and exercise in adolescents was low (X = 2.05, SD = ±2.264). Only 10.9% of the students passed the specific knowledge test, achieving a grade equal or superior to 5. The boys average score was higher (X = 2.17, SD = ±2.312) than the girls (X = 1.94, SD = ±2.212) with statistically significant differences (p = .048). The level of specific knowledge increased with age (F = 11.531; p &lt; .001). High school students have a low level of specific knowledge. Physical Education teachers should apply the conceptual content properly. Knowledge is the first step towards changing behavioral habits. Back care education in the school curriculum is recommended.

Asthma causes chronic coughing, wheezing, dyspnea, and chest pressure. This study assessed asthmatic patients' knowledge, attitudes and awareness of bronchial asthma and proper education on its meaning, risk factors, symptoms, diagnosis, management, and prevention practice. We performed a cross-sectional interventional asthma KAP survey in Erbil, Iraq. We adapted a validated study questionnaire from KAP studies in other nations to the Erbil situation and culture. In Erbil, Kurdistan, Iraq, two major hospitals' asthma clinics were studied. We chose 250 asthmatic ICU patients from October 2018 to July 2019. Health education was comprehensive. The health education program used a Kurdish PowerPoint with a printout. 25 groups got two-weeks of one-hour health education pre-intervention. Each group was questioned before, 2 and 12 weeks after health education. All data were analyzed by SPSS v26. The mean age of the respondent was 37.52±15.16 with 48.7 % respondent having a positive family history of asthma. After 2weeks of health education intervention, respondent have a higher knowledge score, positive attitudes compared to pre-education and after 12 weeks of education with a significant difference (P < 0.001) with improvised prevention practice. Health education programs led to considerable improvements in asthmatic patients' knowledge, attitudes, and practices regarding their condition. After receiving health education for a period of two weeks, the majority of the participants answered correctly regarding asthma, its causes, and the elements that trigger asthma attacks.

This study aimed to understand the status of knowledge, attitudes, and practices (KAP) of norovirus infection among primary and junior middle school students in Chizhou City, explore its influencing factors. A multistage stratified random sampling method was used to randomly select 1200 students from 8 primary and junior middle schools for the effective questionnaire survey in Chizhou City. A multivariate logistic regression analysis was used to analyse the possible influencing factors. Of 1176 participants, the average knowledge score of norovirus infection was (9.8 ± 3.6), and the scoring rate was 65.3%. The average attitude score was (11.6 ± 1.2), and the scoring rate was 96.3%. The average practice score was (10.4 ± 1.5), and the scoring rate was 86.9%. The difference in the average scoring rate among the three was statistically significant (P < 0.001). The four independent variables of county, education level, sex and age group statistically correlated with the knowledge score. Primary and junior middle school students in Chizhou City had a good attitude and practice compliance in the prevention and control of norovirus infection; however, their professional knowledge still needed further improvement.

In Greece, as in most European countries, the heterogeneity of students leads to conflicts resulting in a general inability of the educational process to function. This review study is focused on modern issues affecting youth and school education procedures such as internet addiction, student behaviour expressed as bullying, and adolescent sexuality development. All sides agree that the most essential purposes of education are to emphasize the cultivation of interpersonal relationships, the development of sociability, and self-esteem, and the prevention. Teachers wanting to respond to the spirit of the times to rationalize the pedagogical process introduced the pedagogical contract as a school practice as a valuable tool in taking control of the class and gaining students' attendance. The teacher's positive attitude will create added value to their knowledge and experiences while helping them to integrate into society.

This study focuses on the design, development, and evaluation of an educational mobile robot, named Robot-T2, to be used in educational activities within a technical school. The primary objective was to create a versatile platform that allows students to explore programming, engineering, and science concepts in a practical and collaborative manner. The methodology included an iterative design and testing approach, incorporating feedback from students and teachers to continuously improve the robot's functionality. The tests covered autonomous navigation, line following, and object manipulation, using the OnBotJava programming software and the Control Hub as the main interface. The results demonstrated that Robot-T2 is highly efficient and adaptable in various educational contexts, showing remarkable precision in navigation and object manipulation. The design iterations significantly improved the robot's performance, enriching the educational experience and promoting active learning. In conclusion, educational robotics, represented by Robot-T2, has great potential to enhance the teaching and learning process in technical schools, fostering teamwork, problem-solving, and the integration of technology in the classroom. This project is expected to inspire future developments in educational robotics.

Background: The use of complementary therapies in the population is increasing, so it is necessary to understand the training that health professionals receive in this type of therapy in their training plans, as they are often the primary source of information for patients. Our objective was to investigate Spanish universities that offer subjects on complementary therapies in their Nursing degree programs. Methods: Observational descriptive cross-sectional study. For this purpose, we used the document published on the website of the Ministry of Universities as a working document. Additionally, a literature search was conducted up to September 2023 in the PubMed database, along with reverse searches. Results: Out of a total of 62 universities, only 16 (29%) offer a subject related to this type of therapy, with most of them being elective courses. Conclusions: The training content on complementary care in Nursing degree programs in Spanish universities is scarce, highlighting the potential benefit of expanding and promoting it, in line with the recommendations of the World Health Organization.

The article deals with issues related to social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents "On education in the Russian Federation", the state educational standards. Analysis of theoretical and practice-oriented research in this area shows that the phrase "moral education" today is gradually replaced by "social and moral education", "social and moral development". This trend is found in preschool pedagogy (work L. V. Abramova, R. S. Bure, S. M. Zyryanova, N.A. Karataeva, G. M. Kiseleva, I. F. Sleptsova, etc.). It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children, their relationship with each other and adults, to assess these actions (i.e. to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age, developed by G. A. Uruntaeva and Yu.A. Afon'kina. The analysis of the results showed that children of senior preschool age willingly included in the retelling of the actions described in the situation, but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of children, as well as social and moral guidelines relevant to the current situation of development of society.

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.

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.

Abstract: The population issue has been increasingly urgent in China in recent years. Fertility desire is an essential component of fertility research. Studies on fertility desire mainly contain two aspects: socio-economic structure and individual family[1]. The psychological structure of individuals in individual families is the primary factor of fertility desire. Based on the parasocial relationship theory, this study analyzed the changes in real behavioral intention achieved by players through the identification and attachment to avatars while constructing parasocial relationships[2]. The results indicate that character attachment can significantly enhance the variables of game concentration and player self-identity, actively mediates parasocial emotions and parasocial cognition, and ultimately increases fertility desire. As a theoretical contribution, this study provides a comprehensive interpretation of the psychology of Chinese players in a Simulation Game and explores the theoretical connections among role attachment, role identity, and parasocial relationships in virtual game players.

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized in 17 SDGs, which are detailed in 169 targets. Different international institutions have emphasized education's relevance to developing citizens who contribute to the SDGs' achievement for 2030. However, a review focused on Physical Education exclusively has not been performed yet. Therefore, the objective of this work is double. First, to analyze and select the specific goals of the SDGs that can be implemented in the subject of Physical Education. And second, to relate these specific goals to the different models based on Physical Education practices. This review showed how three institutional documents have previously related sport, physical exercise and physical education to the specific goals of the SDGs. Based on the search done, this document selects those goals that could be integrated into the educational context through Physical Education. The bibliographic and narrative analysis carried out in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in Physical Education. In addition, after this previous analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.

There are few published studies assessing dental students' and faculty's perception regarding environmental sustainability in dentistry (ESD), its existence within the dental curricula, along with barriers and enablers for its integration. As far as the authors know, no published study looked into this in Saudi Arabia, and this is what the current study aims to explore. A cross-sectional survey using validated online questionnaires for dental students and faculty was carried out in 26 dental schools in Saudi Arabia. The validated questionnaire utilized 25 questions using Qualtrics (XM) software. Both descriptive statistics and thematic analysis were included in the data analysis. ESD content is not formally embedded within the dental curricula in all 26 included universities in Saudi Arabia. Although the majority of students and faculty members agreed or strongly agreed on the importance of ESD as a whole and the importance of teaching it, more than 82% and 81% of students and faculty, respectively, demonstrated a lack of basic knowledge concerning ESD. There is a high demand for incorporating ESD content in dental education in Saudi Arabia. To achieve this, resources and policy changes are necessary. A top-down approach is needed, including incorporating ESD into dental education standards, using evidence-based practices in revising infection control regulations and providing institutional support through training, materials, and incentives. National dental associations and governments should provide practical solutions and actively support dental professionals in implementing ESD.

In response to the COVID-19 pandemic, and resultant cancellation of geoscience fieldwork, as well as outstanding accessibility issues inherent in conducting fieldwork, we developed a virtual geological fieldtrip (VFT) to the Huronian age deposits in the Whitefish Falls area, Ontario, Canada. This region is a geologically significant site in which many Ontario universities conduct undergraduate teaching due to the high-quality exposures. In this contribution we describe and comment on the development of this openly available resource, the motivations in doing so, the challenges faced, its pedagogical impact and relevance, as well as provide suggestions to others in the development of such resources. Our multimedia VFT combines 360° imagery, georeferenced data on integrated maps, and multi-scale imagery (aerial/drone, outcrop, and thin section images). The VFT was built using the Esri Storymaps platform, and thus offers us the opportunity to review the effectiveness of building such resources using this medium, as well as our approach to doing so. We conclude that the Esri Storymaps platform provides a sound medium for the dissemination of multimedia VFTs, but that some aspects of in-person fieldwork remain hard to replicate. Most notably, ‘hands on experience’ and specific activities such as geological mapping. In addition, while VFTs alleviate some accessibility barriers to geoscience fieldwork, substantial barriers remain that should remain the focus of both pedagogical and geoscience work.

Mobile applications, websites and social media networks are nowadays widely used communication tools. With the emergence of communication-related technologies in our lives and, consequently, the rise of social networks and mobile applications, health-related applications, generically encompassed under the term digital health, have become popular among the population. Smartphones and artificial intelligence have become very useful tools for health-related interventions. Because they are very accessible and cost-effective. They are also able to serve a larger number of communities than traditional interventions. Nutrition is not a field that has remained on the sidelines, and numerous mobile applications and technological tools have emerged that are intended to help and support diets or in the process of recovering from disease. However, many of these applications have limitations that are important to consider. For this reason, the aim of this review was to analyze the most widely used tools currently in use, discuss their advantages and disadvantages, and propose hypotheses for improvement.

Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is vital to communicate effectively. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of what has been done in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students.

The aim was to implement a value-promoting program (Teaching Personal and Social Responsibility, TPSR) and to assess its impact on students. Method: The program was applied for 8 months with 257 students from three secondary school centres (151 boys and 106 girls) with a mean of 15.97 years old (SD = 2.31). They were in three groups, 67 students (control group), 90 students receiving at least 60% of the total teaching time the value-promoting program (experimental group for global education, EG-GE) and 100 students (experimental group only for physical education, EG-PE). As main results improvements were found in the EG-GE for responsibility, psychological mediator index, self-determination index, resilience, climate and prosocial behaviours. In the EG-PE improved were observed in the self-determination index, classroom climate and prosocial behaviours. Female students and from EG-GE improve much more than males and from EG-PE. The outcomes in psychological variables can be higher if TPSR is applied to the whole subjects apart from physical education. These results are even more pronounced for female students in personal and social responsibility. It is worth highlighting the importance of coordinating educational institutions to facilitate the involvement of the greatest number of teachers.

On 11 March 2020, the COVID-19 emergency was declared and a large number of patients were admitted to the ICUs. Consequently, ICUs had to recruit nurses from other units as well as Nursing students without working experience in critical patients care. Since Critical nursing competence is crucial to avoid medical errors, the aim of this study was, to describe the level of safety and nursing competence in critical patient care of recruited nurses and students, during the COVID-19 pandemic in ICUs. A cross-sectional descriptive study of 66 participants using the validated competency assessment questionnaire for nurses in hospital care (COM-VA©) was performed. Our results showed that the level of safety perceived in critical patients care by the students on placement in ICUs and mentors scored higher than the rest of the participants. Interestingly, whereas the participant’s COM-VA© score indicated a level of competence good enough to work autonomously, the supervisor/mentor’s COM-VA© evaluation showed that only the group of students on placement obtained this level of competency. Altogether, we found that students on placement in ICU possesses a higher level of safety and COM-VA© scores than the rest of participants probably due to the close support of the mentor.

This study used the National Demographic and Health Survey 2013 data to provide empirical answer the question of the relevance of western education in Nigeria relative to ethnic-regional practices of almajiri in the light of women’s educational attainment and wealth index in Nigeria. Women are the most vulnerable in the cultural practices in Nigeria as women’s education in Sub-Saharan Africa is far below the world average. Nigeria was recently proclaimed the world capital of poverty because it is among one of the countries with the highest number of people living below poverty line in the world with a larger proportion of poor being women. Ordinary Least Square (OLS) and Ordered Probit Model were employed to analyse the data. The results revealed a significant effect of western education on women asset accumulation and the precaurious position of women resulting from lack of western education. This implies that higher attainment of western education increases the likelihood of being wealthy. The counterfactual effect of ethnic-regional practices of almajiri confirmed the disadvantage and backwardness of women staying in the region or coming from the ethnicity. This partly explains the likelihood of the differences in the level of development across the geopolitical zones and women welfare. Based on the findings the study recommends that policy maker should provide easy access to quality education, especially at both pre-primary and primary levels for all especially women. Also issues of graduate unemployment should be addressed as it reduces return from education.

Engineering Education needs to be approached in different, innovative ways to meet the needs of society, learners, and education providers. This ranges from new educational programs and innovative pedagogies in individual classrooms, to online and immersive learning, to micro-credentials and modularity along with how to enable rapid adaptation for reskilling and upskilling, to entirely new pathways of restructuring education. Gamification is the application of game elements and digital game design techniques to non-game problems, such as learning challenges. It is about using game-based mechanics, aesthetics, and game thinking to enhance users’ engagement, motivate action, and support learning. At first view, the concept of gamification does not contain game design elements, but with the addition of additional elements such as the video game component that is applied in different contexts, the users are encouraged to participate in learning activities and complete learning challenges successfully. The first step in the process of designing a gamification activity is to think like a game designer. According to Cook (2013), any process can be gamified when the following requirements are covered: (i) the gamified activity is easy to learn, (ii) user progress can be measured, (iii) continuous feedback is provided to users.

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as: education, healthcare, entertainment, arts, and engineering. This research paper aims to examine which training method is more effective between the traditional approach, using PowerPoint and the immersive technology approach, through mixed reality using a HoloLens 2 device. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in PowerPoint. The researchers wanted to test whether mixed reality devices could enhance students' cognitive functions and to investigate if the IQ of the participants had any influence in the effectiveness of the teaching method. The main finding of this study is that the instructions given with mixed reality technology, via the Microsoft HoloLens 2 device, are more appropriate for participants who have an IQ score below 100 points. For the other participants, with an IQ score above 100 points, the PowerPoint support was more suitable.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The objective of this study was to compare the effectiveness of a professional-oriented education approach to traditional teaching methods among high school secondary students in Kazakhstan in aligning students to their suitable career education track. The study utilised a mechanics physics course to assess both approaches and involved two groups of students over 26 months - a control group (n=58) and an experimental group (n=57). Quantitative data was collected through a Mechanics Physics Test administered before and after the teaching and learning class. In Kazakhstan, students will be aligned directly with either secondary vocational education, the initial vocational education track, or the general education track, which relies on the final performance of their secondary school. The findings indicated that both teaching methods improved the student's performance, but the experimental group exhibited a significantly higher level of improvement than the control group. This study shows that a professional-oriented education approach can clearly align students with their interests and strengths and help them pursue their desired careers confidently. This approach enables students to make informed decisions about their future studies and career paths, reducing costs and saving time for schools and governments—implications and, to a further extent, the study is also discussed.

This research aims to review the educational and research operations of Mahasarakham University and propose development directions for the university to meet sustainable development criteria for ranking as a green university. This involves gathering data and analyzing the results of operations over the past 3 years, then using this analysis to synthesize lessons learned and develop guidelines for sustainable development in the coming years. The study found that the university's policies and strategies implemented following the annual performance evaluation criteria align with the green university assessment criteria for education and research. This has resulted in minor improvements in curriculum for sustainability. However, community service projects for sustainability have increased by 89.10%, while funding for sustainable research and academic publications related to sustainability has decreased. In summary, the projects under the university's development strategy adequately support and drive suitable development activities. Nevertheless, the university must continuously review its operations to adapt to changing contexts, budget constraints, and evolving competition and develop each year sustainably.

The integration of Artificial Intelligence (AI) into education has the potential to revolutionize traditional teaching and learning methods. AI can offer personalized learning experiences, streamline administrative tasks, enhance feedback mechanisms, and provide robust data analysis. Numerous studies have demonstrated the positive impact of AI on both student outcomes and teacher efficiency. However, caution must be exercised when implementing AI in education, considering potential risks and ethical dilemmas. It is essential to use AI as a tool to support human educators rather than replace them entirely. The adoption of AI in education holds the promise of creating more inclusive and effective learning environments, catering to students of diverse backgrounds and abilities. As AI technology continues to advance, the education sector can anticipate even more innovative applications, further shaping the future of learning. This abstract provides an overview of the multifaceted landscape of AI in education, highlighting its potential benefits, associated challenges, and the importance of responsible integration.

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

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

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

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

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

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

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

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

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

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

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

Artificial intelligence harbors significant, unrealized promise for educational reformers, adding benefit to low-resource settings, particularly in the Least Developed Nations where access to quality learning remains most acute. The purpose of the introduction is to summarize how AI can reduce the educational gap and increase the effectiveness of education in poor resource environments. This paper, in a critical way, reviews the existing literature on the integration of AI in the education systems of developing countries concerning the benefits and challenges. This is achieved by reviewing a cross-section of literature from MDPI, Taylor & Francis, Springer, Wiley Online Library, Science Direct, and IEEE Xplore databases. Much emphasis within the selection criteria is given to those studies that had either empirically or theoretically demonstrated the influence of AI on educational practices within developing countries. Key findings: AI has the potential to greatly improve learning outcomes; it somewhat increases access to education but bodes well for the personalization agenda. These, however, will be surmounted upon adoption if it is to be effective: there exist huge challenges such as limited access to the internet, infrastructural deficit, and socio-cultural barriers. This study can, therefore, give inference to the fact that AI can change education and further enhance new equity in developing countries if there are corresponding proper policy interventions, building the capacity of teachers, and involvement of the community. More research is required to inform the long-term implications of AI and new uses being developed for AI applications in many diverse educational contexts, on which to base strategies for more equitable and more inclusive global education.

Wellbeing is a multifaceted concept that involves various facets of human condition and experience, including individual and communal spiritual, emotional, intellectual, physical, and social dimensions. To explore the complex facets of sustainable wellbeing, this study utilized an interpretive qualitative research approach, looking at round table (focus group) discussion data obtained from a diverse group of public and private sector representatives, including education, government, non-governmental organizations, and businesses in Qatar. The purpose of this study was to gain a contextualized understanding of how participants perceive and experience wellbeing. A purposive sampling technique was employed to recruit participants representing different sectors of society. To elicit participants’ perspectives on wellbeing, thematic analysis was used to identify recurring themes and patterns that emerged from the focus groups, viewed through the lens of Bronfenbrenner’ Ecological Systems Theory. Findings reveal that wellbeing is a very personal and subjective experience. Key themes extracted from the data include challenges to sustainable wellbeing in Qatar, including technological disruptions and socio-cultural influences. These challenges require proactive measures that reflect educational priorities, promote cultural preservation, and foster resilient communities while emphasizing individual and collective sustainable wellbeing. This research also identified opportunities for enhancing sustainable wellbeing in Qatar.

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

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

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

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

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

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

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

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

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

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society's response to halt the ongoing environmental, health, economic, and value crises. However, this goal has not been achieved. One reason is that EE teaching has traditionally focused on learning isolated ecological concepts and standardized solutions. Additionally, teacher training has tended to neglect didactic content knowledge, resulting in a reduced capacity to influence students' concerns and behaviours. Despite EE's multidimensional nature, ineffective didactic strategies have prevented students from acquiring the systemic vision needed to address eco-social problems and devise sustainable solutions in line with the Sustainable Development Goals (SDGs). In this context, this work proposes strategies to improve EE teaching through the One Health approach to achieve Transformative Environmental Education (TEE). The practical examples presented demonstrate successful EE initiatives that integrate One Health into classrooms using effective methods promoted by Science Education research. Effective EE should inspire critical thinking, empowerment, and student reflection, fostering a deep understanding of socio-environmental issues and innovative solutions from early education to create committed citizens. Therefore, achieving TEE requires reforming teacher training programs to strengthen didactic competencies and promote transformative educational practices, emphasising systems thinking, scientific and epistemic practices, and environmental justice awareness.

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

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

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

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

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

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

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