The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms.

Teachers of English as a foreign language in Taiwan are challenged to organize multi-dimensional language activities for foreign students coming from ASEAN countries, including Japan, the Philippines, South Korea, and Vietnam. With different cultural backgrounds, these students have different prior knowledge of Taiwanese culture, and, because of the similarities and differences between Taiwan and these countries, it is meaningful to explore the development of globalization with the students, who are learning both English and Chinese. The different historical backgrounds, various cultural and religious differences, and social conditions, such as gender relationships in working places, are significant topics for class discussions. When teachers serve as discussion facilitators, they encourage students to express their own multi-identities and expectations for the exchange program. Most interesting of all is to find out about their own short-term and long-term career goals. 32 foreign students from the Philippines and Vietnam were recruited for research. Questionnaires were used to assess their foreign language learning motivation and strategies, as well as to discover the learning environment they prefer and their globalization prospects. It was found that multi-lingual language policies for promoting globalization in higher education are very likely to influence the success of foreign student study in Taiwan.

Teaching through English Medium Instruction (EMI) has been a strategic move in some European and Asian countries as part of their educational internationalisation. A large number of studies on EMI teaching have appeared in the last decade. The majority of these report on issues and concerns at macro-level including: the lack of structured policy guidance, EMI lecturers and students’ low level of English proficiency, and a shortfall of research informed training programs for EMI lecturers. Up to date, there is little research into EMI in-class teaching and learning. Lived experience in EMI in-class practice has been largely ignored. To fill this gap, this research explored a group of academics’ in-class EMI practice in a Chinese university. Their teaching process through EMI was observed and recorded, with data analysed through a multiple theoretical lens. Data reveal that EMI teaching is a complicated issue and can be neither standardised nor prescribed. It needs to be addressed as a pedagogy responding to and influenced by local context, driven by language, culture and education systems. This research is expected to provide insight for the development of localised institutional guidelines for EMI teaching and lecturers’ professional development in EMI teaching.

Geoethics is a field of knowledge currently in full development. Researchers in geoethics are pri-marily concerned with the anthropogenic interaction with the Earth system. Due to its nature, ge-oethics holds particular importance in sustainable development due to its nature as it aims to promote ethical human behaviour that does not negatively impact the Earth system. In the present research, we implemented an intervention program addressing various issues related to the sus-tainability of the Earth system, such as the exploitation of geological resources, the management of geological risks, and the conservation and promotion of geopatrimony. The intervention program was applied to higher education students in the geosciences field. A sample of 90 students from various geosciences courses completed an initial questionnaire, revealing limited knowledge about geoethics. This study resorted to mixed-method research involving interviews with some students who volunteered (n=52). The results showed that after applying the intervention programme most students had developed a deeper understanding of the topics addressed and recognised the con-tributions this scientific area can make to sustainable development. Additional research in geoethics education is essential to foster the integration of geoethics into the curricula of higher education institutions.

Emergent physics education research (PER) literatures have been disseminated through academic publications within the community. The growing body of literatures over years challenge Indonesian PER scholars to understand how the research community has been progressed and what possible future work that should be emphasized. Nevertheless, previous traditional method of thematic analysis performed serious limitation when the number of PER literatures exponentially increased. Dealing with this large volume of publications, one of the machine learning studies namely natural language processing (NLP) was employed in this study to automate our thematic analysis among Indonesian PER literatures that are still limited to be explored. One of the well-known NLP algorithm, latent Dirichlet allocation (LDA), has been performed to extract Indonesian PER topics and their associated development between 2014 and 2021. A total of 852 papers (~ 4 to 8 pages each) were collectively downloaded from five international conference proceedings organized by Indonesian PER researchers. Before their topics were modeled through LDA algorithm, our data corpus should be previously preprocessed through several common procedures of established NLP studies. Findings revealed that LDA has thematically quantified Indonesian PER topics and described their distinct development over certain period. The identified topics from this study demonstrated that Indonesian PER community has established robust development in eight distinctive topics to the present. They begin with initial interest in focusing research on physics laboratory and following the research based instruction in the late 2015. Indonesian PER scholars sustained to study continuous topic on 21st century skill until 2019 which gave way to a focus on developing relevant educational technology to address several forms of students’ performance including scientific literacy and problem solving. There is still lack of Indonesian PER literatures that have been attempted to address qualitative aspects of physics teaching and learning.

In this inclusive review article, the focus is on navigating the dynamic landscape of literature education, particularly the profound pedagogical shifts observed in the aftermath of the pandemic. The article synthesizes global insights, delving into how educators have adapted to hybrid models and embraced digital tools, fundamentally transforming the reading, analysis, and engagement with literary works. Exploring the integration of digital tools in literature education, the review uncovers the transformative impact of technology on traditional pedagogies. It analyzes the challenges and opportunities inherent in adapting literature education to the digital era, emphasizing the need for inclusive practices and adaptability. The article concludes by suggesting future research directions, encompassing AI integration, inclusive practices, cultural variations, long-term effects of hybrid models, and effective pedagogical strategies for technology integration. With a comprehensive approach, this review not only summarizes the current state of literature education but also discusses its implications, offering a holistic understanding of the contemporary educational landscape and setting the stage for future research endeavors.

This comprehensive research investigates the multifaceted role of integration in modern education systems, aiming to advance educational equity and inclusivity.Introduction: The introduction sets the stage by delineating the historical evolution of integration in education, highlighting pivotal milestones, and contextualizing the current discourse on fostering inclusive learning environments.Materials and methods: This section details the research design, participant selection criteria, and data collection methods. By employing a mixed-methods approach, combining surveys, interviews, and observations, the study seeks to capture the complexities of integration. Results: Presenting the results entails a meticulous examination of the impact of integration on academic outcomes and social dynamics within educational settings. Statistical analyses and qualitative insights converge to reveal the nuanced relationships between integration practices and student experiences. Discussion: The discussion section critically analyzes the findings in the context of existing literature, offering insights into the broader implications of integration. By addressing challenges and barriers identified during the study, the discussion aims to guide educators, administrators, and policymakers in navigating the complexities of integrating diverse student populations effectively. Conclusions: The concluding section synthesizes the key findings, emphasizing their significance in advancing educational equity through integration. Recommendations are made for educators, policymakers, and researchers to leverage the transformative potential of integration. The section acknowledges study limitations, calls for future research directions, and concludes with a resounding commitment to fostering an inclusive educational system that reflects the principles of equity and social justice.

The negative implications of climate change for human health are now well-established. Yet these have not been fully considered into climate change communication strategies. Research suggests that reorienting climate change communication with a health frame could be a useful communication strategy. We conducted a long-term and broad overview of existing scientific literature in order to summarize the state of research activity in this area, by extent and by nature. The methodology is based on a scoping review of scientific articles published on climate change communication and health between 1990 and mid-2016 indexed in the PubMed, ScienceDirect, and Web of Science databases. The screened citations were reviewed for inclusion and data were extracted and coded in order to conduct quantitative (e.g. frequencies) and qualitative (i.e. content analysis) analyses.Out of 2,866 identified published papers, only 24 articles were eligible for analyses. The main themes identified were effective communication of climate change (n=10, 41.7%), the role of health professionals (n=10, 41.7%) and the perception of climate change (n=4, 16.7%). We identified a large proportion of secondary research articles (n= 15, 62.5%) including reviews (n=5, 20.8%) and opinion articles (n=10, 41.7%). A significant share - 37.57% (n=9) - of the identified articles were classified as original research articles, suggesting that the number of publications in this area - particularly original research - has not grown rapidly.This scoping review identified several themes including effective communication of climate change, the role of health professionals, and the perception of climate change in the selected articles on the subject. The research literature on the communication of climate change and health is relatively recent and emerging: the first articles on the subject were published from 2008 onward only.

In the ever-evolving landscape of higher education, the shift to hybrid teaching approaches has introduced novel challenges and opportunities for both educators and students. This qualitative study, grounded in a robust theoretical framework, combines in-depth literature reviews, informal interviews, observations, and thematic analysis to explore the multifaceted dynamics of hybrid language learning within a College of Arts and Sciences. By investigating the experiences of twenty students (referred to as 'S-Part 1' to 'S-Part 20'), the research delves into the core theme of 'Teacher-Student Interaction in Higher Education Institutions' and unpacks nine additional themes: 'Adaptability and Resilience,' 'Flexibility and Autonomy,' 'Connectivity Challenges,' 'Feelings of Isolation,' 'Technology Competence,' 'Personalized Learning,' 'Resource Accessibility,' 'Support Mechanisms,' and 'Positive Learning Experiences.' In this study, these themes encapsulate the diverse experiences and challenges encountered by teachers and college students as they navigate the evolving educational landscape. The insights derived from the study are underpinned by a robust theoretical framework and complemented by existing scholarly literature. As we delve into these themes, it becomes evident that they shed light on not only the intricacies of hybrid language learning but also the broader educational context, offering valuable guidance for educators, institutions, students, and researchers. Based on the ample results, recommendations are presented for school administrators, teachers, students, and future researchers to enhance the quality of hybrid teaching and learning, aligning it with the demands of the post-academic era. Overall, this study contributes to the ongoing dialogue on innovative pedagogical strategies and responsive educational environments, underlining the significance of teacher-student interaction in the new normal of higher education.

It is well known that low back pain (LBP) prevalence is high during the course of school age children’s lives. However, literature concerning the initial onset of back pain between ages of 3 and 11 years remains scarce. The present study aimed to analyze the prevalence of LBP in kindergarten and primary school students. 278 (9.9±2.1 years old; 52.2% girls) students from two public kindergarten and primary schools in Valencia, Spain participated in this cross-sectional study. The Nordic questionnaire on LBP was used to ask questions related to the duration of LBP symptoms over time. The lifetime prevalence of LBP was 47.5% (n = 132), a last year prevalence of 44.2% (n = 123), and a last week prevalence of 18.8% (n = 50) was reported. Boys and girls reached lifetime prevalence of 52.3% (n = 64) and 47.7% (n = 82) (χ2 = 1.978, p = .099), respectively. By age group, lifetime episodes of LBP also showed a higher prevalence with increasing age (χ2 = 32.637; p < .001). In summary, our findings suggest that LBP increases with age. In addition, our results further strengthen the evidence that LBP onset could start as young as 10-years-old.

Incorporating substantial sustainable development issues into teaching and learning is the ultimate task of Education for Sustainable Development (ESD). The purpose of our study is to identify the confused students who have failed to master the skill(s) given by the tutors as a homework using Intelligent Tutoring System (ITS). We have focused ASSISTments, an ITS in this study and scrutinized the skill-builder data using machine learning techniques and methods. We used seven candidate models that include: Naïve Bayes (NB), Generalized Linear Model (GLM), Logistic Regression (LR), Deep Learning (DL), Decision Tree (DT), Random Forest (RF), and Gradient Boosted Trees (XGBoost). We trained, validated and tested learning algorithms, performed stratified cross-validation and measured the performance of the models through various performance metrics i.e., ROC (Receiver Operating Characteristic), Accuracy, Precision, Recall, F-Measure, Sensitivity & Specificity. We found GLM, DT & RF are high accuracies achieving classifiers. However, other perceptions such as detection of unexplored features that might be related to the forecasting of outputs can also boost the accuracy of the prediction model. Through machine learning methods, we identified the group of students which were confused attempting the homework exercise and can help students foster their knowledge, and talent to play a vital role in environmental development.

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.

Childhood hygiene education has resulted in individuals engaging in hand washing and mask wearing to cope with COVID-19. Individuals can form sustainable development-related habits through childhood education.

While referral-level medicine is important in the veterinary curriculum, students also need a solid base knowledge of clinically relevant routine surgery and diagnostic skills. Veterinary hospitals must maintain a steady caseload that provides wellness cases and commonly encountered conditions. Shelter Medicine programs can create the opportunities to meet these challenges. Students can gain quantifiable surgical experience in spay/neuter with measured growth in surgical efficiency and competency while providing needed community service for animal shelters. Students can directly interact with shelter animals by performing examinations, diagnostic testing, and development of treatment protocols and recommendations for commonly encountered problems. Furthermore, students can obtain a working knowledge of biosecurity on a population level to minimize risk of infectious diseases spreading to healthy populations.

This qualitative study unveils the intricate interplay between blended learning, language and literature learning, internationalization, and the development of 21st century skills within the realm of higher education. Set against the backdrop of the environment of St. Michael's College in Iligan City, this exploration seeks to unravel the profound significance and transformative implications of these educational dimensions. By delving into the rich perspectives and experiences of 30 college students, this study addresses critical gaps in the literature and sheds light on the potential of these integrated elements. Guided by a robust theoretical framework that amalgamates renowned scholars' insights on blended learning, language acquisition, internationalization, and 21st century skills, the study employs a qualitative research design, employing interviews, observations, and document analysis. The findings illuminate the dynamic nature of blended learning, empowering students with enhanced engagement, flexibility, and accessibility in language and literature education. The incorporation of diverse literary texts and cultural perspectives fosters intercultural competence and global awareness. Moreover, the study underscores the cultivation of critical 21st century skills through immersive learning experiences. Drawing upon the insights gained, the study provides practical recommendations for educators and curriculum designers to harness the potential of blended learning, foster diversity in literary texts, and facilitate the application of 21st century skills. Recognizing the inherent limitations, including the specific context of St. Michael's College and the modest sample size, this study encourages future research to explore broader contexts and diverse participant cohorts. Overall, this illuminating study contributes to the scholarly discourse on integrating blended learning, language and literature learning, internationalization, and 21st century skills in college education. It beckons educators and policymakers to embark on a transformative journey, nurturing an enlightened future where students are equipped with the competencies to navigate the complexities of the 21st century.

This study contributes to the debate on accessibility of higher education in Chile, focusing on both socioeconomic and geospatial dimensions of access to university study. The central question we address in this paper is the following: Does geography (physical distance and neighborhood effects) play a significant role in determining accessibility of higher education in Chile? We use Heckman probit-type (Heckit) models to adjust for selection in the process of completing the trajectory towards higher education – that is, pre-selection, application to study at university, and ultimately admission (or denial) to a higher education institution. The results shows that the geospatial elements have a significant local effect on the student’s application and access to Chilean universities.

The Coronavirus (COVID-19) pandemic has created big challenges and opportunities in Higher Education (HE). In this situation, several universities worldwide have responded with digital methods and hybrid classes in a short period of time. The aim of this paper is to show how the universities have adapted teaching methods to digital platforms in the academic year 2020–21. This case study is based on the experience of 37 postgraduate communication students in the course Business and Communication from a Communication Programme. The objective of this course was to promote the 17 sustainable development goals (SDGs) in business and following the Principles for Responsible Management Education (PRME) of the United Nations. To do this, the students provided different solutions related to the SDGs and developed a communication strategy to inform and engage the stakeholders in the companies analyzed in a hybrid class. The results show that using this methodology and working in digital platforms, students have learned the importance of SDGs through implementing specific solutions linked to the corporate social responsibility (CSR) strategy. Based on this analysis, they also developed a communication strategy showing how companies can improve society with specific actions through the lens of the SDG perspective.

This Article demonstrates how an eigendecomposition problem is inputted into a quantum circuit, how gates are applied in the quantum circuit, and how the output measurements are the correct eigenvalues. This process is known as quantum phase estimation (QPE). A quantum harmonic oscillator example, a foundational quantum physical chemistry problem, is demonstrated within the context of QPE. A particle in a box example, another quantum physical chemistry problem, may be solved by QPE with a caveat. These examples are of the limiting cases of diagonal matrices. Future advances in taking matrix inverses for solving linear sets of equations or finding ground state energies in the Schrödinger equation will use the principles implemented in this Article.

COVID-19 pandemic instigated a digital revolution in academia and higher education. Social distancing, months-long quarantine, as economic shutdown will help the majority of people working in academia and higher education not only to complete their personal transition to the fully functional and operational online tuition, but also to understand that online defences, online entrance and final exams, as well as online academic jobs are as effective and meaningful as those conducted “in real life”. Due to the crisis induced by the coronavirus epidemic, innovations in academia and higher education that would have normally taken several years due to the various contradictory administrative regulations are now introduced promptly in a matter of days. This is a clear example of the Schumpeterian ‘creative destruction’ in making that will forever change the status quo in academia and higher education.

Virtual Reality (VR) technology in education has the potential to revolutionize the Indian school education system. This research study investigates the present state of VR adoption, perceived benefits, concerns, and future expectations among both students and educators. The survey-based approach collected responses from 45,000 students and 2,000 educators across a diverse range of schools in India. The findings highlight a mixed current landscape with significant room for expansion in VR utilization. Both students and educators express optimism regarding the benefits of VR, recognizing its capacity to enhance engagement, comprehension, and motivation in the learning process. However, challenges, including budget constraints, the need for training and support, and concerns about student safety, must be addressed to effectively integrate VR into education. Expectations for the future emphasize inclusivity, accessibility, and customized learning experiences. The research underscores the transformative potential of VR in Indian education while emphasizing the necessity of addressing practical challenges for its successful implementation.

Empowering teachers with Critical Thinking and understanding of sustainability is vital for guiding students’ informed decisions and actions in today’s world. Higher education needs innovative, student-centered methods like case-based teaching in order to promote Critical Thinking and the principles of Education for Sustainable Development. The aim of the study was to explore and evaluate pre-service teachers' Critical Thinking when engaged with case studies in a practicum preparation course centered on Education for Sustainable Development. Nine undergraduate students in Teacher Education participated in the study and answered four case studies. The case studies’ responses were analyzed through a bottom-up content analysis revealing eight higher-order categories. While approaching the case studies, student-teachers followed thinking processes similar to the processes proposed by the iterative models of Critical Thinking as perceived by Garrison (1991) and/or Brookfield (1987). Nevertheless, in some cases, pre-service teachers’ disengagement was evident. The rubric assessment highlighted that the responses fell under three profiles, namely the “Deficient Critical Thinker”, the “Emerging Critical Thinker” and the “Competent Critical Thinker”. The findings emphasize the need for targeted and individualized teaching interventions in teacher higher education programs aiming at Education for Sustainable Development complying with the learning needs of student-teachers’ Critical Thinking profiles.

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

Colorectal cancer (CRC) is a weighty cause of mortality worldwide, with growing incidence in the Middle East. Understanding the level of awareness about CRC screening among the Syrian pop-ulation is crucial public health interventions. A cross-sectional study was conducted from Sep-tember 22, 2023, to October 15, 2023, involving 928 participants from six major governorates in Syria. An online questionnaire containing socio-demographic, knowledge, and attitude sections was used to collect data. Descriptive statistics and chi-square tests were employed for data analysis using (SPSS) v28.0. The survey revealed a lack of awareness regarding CRC screening among the Syrian population, with only 499(53%) of the proportion demonstrating adequate knowledge about the disease and its screening methods. Significant associations were observed between the level of knowledge and socio-demographic factors including gender, work status, and economic status (p < 0.05). The findings emphasize the need for public health initiatives to enhance awareness and knowledge about CRC and its early screening methods in Syria. Education is essential for improving early detection and reducing the burden of colorectal cancer in the region. Efforts to increase public understanding of CRC screening are critical for reducing the incidence and mortality.

This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.

The enhancement of physical and sports literacy in school setting are prerogatives and development aim for the physical education (PE) teachers. Therefore, as part of the teaching of motor activities, the proposal of motor tasks through different organizational modes (individual tasks, in pairs, in small groups, circuits, relay, paths, team games, etc.) is functional to the achievement of the educational objectives set in the didactic learning units. The present study aims to assess PE teachers’ perception about the use of teaching styles during curricular lessons. The sample involved a total of 83 PE teachers (M= 41, F= 42, main age= 43,74±10,76) divided according to years of service (0-4 = 36%, 5-10 = 34%, and over 10 = 30%) and academic training (ISEF= 44% and master’s degree= 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month. Results can be summarized as follows: (a) academic training is significantly associated with the command, inclusion, and guided-discovery styles in PE; (b) command and practice Styles are often used by PE teachers, regardless of years of service and academic training, and (c) guided discovery and convergent/divergent Discovery Styles are most frequently used by graduate teachers, regardless of years of service. The preliminary results of the analysis of PE teachers’ perception of teaching styles reveals the prevalence of the use of some styles over others, and this presuppose not only a different (but similar) teacher’s behavior, but also limits children’s way of learning a certain motor task. Future research and analysis will investigate the perception of different teaching styles according to seniority, school grade and academic training to design training courses for teachers adapted to children’s needs.

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

Introduction: Road traffic accidents are a real pandemic and incur expenses amounting to 1-2% of every country’s GDP. AESLEME (Association for the Study of Spinal Cord Injuries) – devoted to teaching road safety and health to prevent road accidents – has celebrated its 30th anniversary. AESLEME’s instructors are health workers and people with spinal cord injuries caused by road accidents: their presentations – teaching road safety and sharing information on irreversible injuries – are enhanced by personal stories that help schoolchildren to acquire knowledge on this matter. However, until now, we had not assessed how far this acquisition of knowledge had reached. Methods used: Two multiple-choice tests were given to each of the 8,106 students (12-14 years) who took part. Of the four possible answers, only one of them was correct. The first multiple-choice test was taken before the presentation and the second was taken one month later. Results: After assessing the answers, there was a change in the tendency of the number of correct answers before/after answers for the multiple-choice test, and the number of correct one´s rose one month after the presentation. This increase is statistically significant (p&lt;0.01) and represents a national increase of 61% in the number of correct answers, although this varies from 8% to 278% depending on the region. Conclusions: The assessment, involving over 8,000 people, showed that there has been an improvement in road safety knowledge thanks to education provided by AESLEME’s instructors, and a statistically significant increase was obtained throughout Spain, with an average of 61% (confidence level 95: 53% and 64%).

The objective of this research was to analyze the evolution and trend of the generation gap and nursing education from 1968 to 2021 through bibliometric indicators. The method used is a bibliometric, descriptive and retrospective study of documents in Scopus, with descriptors “Nursing educat*”, “generation* and the Boolean operator “AND”, N= 653 web documents from 1968 to 2021, and filters of the type bib, csv. The search was carried out on October 9, 2021, using the Bibliometrix R Package software and the Biblioshiny tool. The Results indicate high scientific production in 2020 (54 articles disclosed). This study demonstrates patterns and lines of research in nursing education, such as educational models, interpersonal relationships, and organizational innovation.

Inclusive education recognizes the diverse needs of students and ensures that each student is pro-vided with equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders' understanding, implementation, and perspectives on the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative research study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it to be significant. The study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, there are challenges in the UAE that resonate with those worldwide such as inadequate funding, high student-teacher ratios, shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators who are involved in inclusive education. Implications for practice and suggestions for future research are provided.

In recent years, the use of gamified systems in education has increased due to the growing empirical evidence of their usefulness in improving motivation and participation in learning processes. In order to take advantage of the opportunities for improvement in education presented by gamification, plus the decision to create gamified systems in higher education, this article investigates the willingness of student teachers to learn with gamified systems. The research method is quantitative with validated instruments to measure: 1) student perception of gamification; 2) player profile; and 3) screen time, with an n=569 student teachers from the fifteen regions of Chile. The results show that students prefer to learn with gamified systems than in a traditional way with a significant difference (Wilcoxon z= -18.86, p < 0.01). There are significant positive and negative relationships in correspondence with the Gamer Profile. However, as a finding, a negative relationship was found between the number of hours spent playing video games and the perception of learning through gamified systems. In conclusion, Chilean student teachers present a favorable disposition to teacher training with gamified systems. However, the disposition varies in relation to the number of hours spent playing video games.

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.

In this paper I describe elements of Game-Based Learning that can be used to support mathematics teaching using games. After creating a game that incorporates the elements described, the game was playtested against a small number of people who answered a questionnaire focusing on user experience, learning motivation and game design. The results are attached separately as well as the analysis. I believe that with further development this game-based approach can be a powerful tool to gamify common learning tools and increase learning motivation and appreciation.

There are complex ethical dilemmas inherent in medicine teaching, particularly in clinical prac-tice involving actual patients. Questions must be raised on fulfilling medical students' training needs while still respecting patients' fundamental rights to autonomy and privacy. We aimed to assess patients' perspectives regarding medical students' involvement in their medical care. An observational, cross-sectional study was developed, and an interview-like questionnaire was ap-plied randomly to patients waiting for a consult/admitted to three distinct departments: General Surgery, Obstetrics/Gynaecology, and Infectious Diseases. Of the 77% interviewed patients who reported previous experiences with medical students, only 59% stated that they were asked for consent for their participation and 28% that students had adequately introduced themselves. Pa-tients from Gynaecology/Obstetrics were the ones who reported lower rates of these practices and were also the ones who were most bothered by students' presence, stating that they would refuse students' participation in the future. Male patients received more explanations than female pa-tients regarding the same matters. 35% of patients stated they would feel more comfortable without the medical students' presence. The study shows a need to pay closer attention to ful-filling patients' fundamental rights.

The number of AI applications in education is growing every day. One recent AI application in the educational sector is Chatbot technology, which is used to support teaching and administrative tasks. This document presents the design and implementation of a Chatbot called Tashi-Bot that helps applicants and university students to obtain information from an educational institution about certain academic and administrative processes. Among these are processes related to well-being, tuition, costs, admission, and other services. In order to design the Chatbot, an analysis of the state of the art, methodologies, and suitable tools was carried out, and a survey was conducted to discover the needs of users and their preferences in the use of a Chatbot for this specific purpose. Tashi-Bot was implemented on the SnatchBot platform and later deployed on a Telegram channel. In its evaluation, a final survey was carried out to check on the satisfaction of the users. The results suggest that Tashi-Bot could help applicants and university students to find information on academic and administrative processes with great certainty and without the need for human interaction. Tashi-Bot can be found at: https://web.telegram.org/#/im?p=@TashiE_Bot..

The way in which the human being learns certain complex contents has always been a focus of interest and a challenge for researchers. Given the fact that children's cognitive abilities do not fully develop until a certain age, this topic is particularly important in the young children's learning scope as they do not correctly and easily learn some content of abstract nature, such as contents in math class. This work presents the results of the use of an application called "Mathematics Learning System with Augmented Reality based on Kinect" (SAM-RAK by its acronym in Spanish), which was designed to cover basic topics of mathematics in the Basic General Education level (EGB by its acronym in Span-ish) in Ecuador. The research was carried out under an experimental quantitative approach with 30 children (18 girls and 12 boys), who study in third grade of EGB level, from 2 different educational in-stitutions in Riobamba city. In order to obtain the results that evaluate the developed application, a pre-test and a post-test were applied, which were contrasted with the student’s t-test for paired samples. The statistical evidence suggests that the proposed computer system had a positive effect on children's performance, when it was used as a support tool in the classroom. The system was more effective in low performance children compared to those of high performance. It was also proved that children were motivated and showed positive attitudes when using the proposed System.

At the start of 2020 the rapid onset of the coronavirus pandemic forced higher education institutions across the world to pivot from face to face to remote teaching. For teaching methods that involve the transmission and dissemination of verbal/visual information between academic staff and students, video technologies provided immediate methods to respond to the restricted access to campus. Practical activities, that usually involve interaction with equipment, presented a greater challenge to adapt for remote delivery. With restrictions on higher education being partially lifted, many institutions worldwide intend to offer blended learning, prioritizing in-person activities that are troublesome to deliver online, such as practicals. Social distancing measures are reducing capacity and placing increased pressure on space, creating a need to optimise limited time students have in the lab and strategies to determine which activities can best utilize this limited resource. Time is constrained, leaving little opportunity to make radical changes to learning and teaching structures. In this publication, The department of Mulicdipalnary Engineering Education (MEE) at the University of Sheffield, utilise their experiences in practical teaching to provide simple, implementable ideas for blended practicals which maximize students’ learning and experiences within the envelope of available resources.

Multidisciplinary Engineering Education (MEE) at the University of Sheffield is dedicated to delivering, at scale, practical teaching to students in the Faculty of Engineering. The COVID-19 pandemic initiated the sudden suspension of face to face teaching required MEE to translate over 600 in-lab practicals to a remote delivery format. With little opportunity to coordinate, academic staff independently adopted a variety of tactics to ensure practical learning outcomes were maintained. Following the reactive response, a proactive reflection was conducted and six categories of tactics for remote practicals have been established. These categories are Provide digital artefacts; Simulated practicals; Synchronous remote participation; Asynchronous participation by proxy; Perform procedure in alternative environment; Remote staff support. The advantages and drawbacks of each of these categories is discussed and it is suggested which tactics are appropriate for particular learning outcomes or operational and environmental outcomes of equivalent in-lab practicals. Further work to comprehensively align outcomes to tactics is proposed and lasting benefit from the analysis can be realized by adopting a principle of Remote Enhanced Practicals.

Many physiotherapy treatments begin with a diagnosis process. The patient describes symptoms, upon which the physiotherapist decides which tests to perform until a final diagnosis is reached. The relationships between the anatomical components are too complex to keep in mind and the possible actions are abundant. A trainee physiotherapist with little experience naively applies multiple tests to reach the root cause of the symptoms, which is a highly inefficient process. This work proposes to assist students in this challenge by presenting three main contributions: (1) A compilation of the neuromuscular system as components of a system in a Model-Based Diagnosis problem; (2) The PhysIt is an AI-based tool that enables an interactive visualization and diagnosis to assist trainee physiotherapists; and (3) An empirical evaluation that comprehends performance analysis and a user study. The performance analysis is based on evaluation of simulated cases and common scenarios taken from anatomy exams. The user study evaluates the efficacy of the system to assist students in the beginning of the clinical studies. The results show that our system significantly decreases the number of candidate diagnoses, without discarding the correct diagnosis, and that students in their clinical studies find PhysIt helpful in the diagnosis process.

The current paper is based on a survey conducted on 321 engineering students studying at University POLITEHNICA of Bucharest and University POLITEHNICA of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.

With the exponential growth in today’s technology and its expanding areas of application it has become vital to incorporate it in education. One such application is Knowledge Discovery in Databases (KDD) which is a subset of data mining. KDD deals with extracting useful information and meaningful patterns from the database that were not known before. This study is a detailed application of KDD and focuses on analyzing why a particular set of students performed better than others and what factors influenced the results. The study is conducted on a dataset of 480 students and across 16 different features. The authors implemented 4 major classification techniques namely Logistic Regression, Decision Tree, Random Forest and XGB classifier. Obtaining the key features from the top performing ML algorithms that have a major impact on the performance of the student, the study takes these features as a baseline for further analysis. Further data analysis highlights patterns in the data. The study concludes that there are a lot of non-academic factors that influence the overall performance of a student and should be taken into consideration by universities and other relevant bodies.

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

This 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.

Discriminatory attitudes towards people living with HIV/AIDS are prevalent. A Joint United Nations Program on HIV/AIDS report (2019) indicated that more than 50% of the people surveyed in one of the studies spanning 26 countries expressed unfavorable attitudes towards HIV-positive people. The objective of this study was to assess the attitudes of senior Education Studies students at a university in Spain towards people with HIV/AIDS so as to propose specific educational interventions. The study employed a quantitative methodological approach; a questionnaire with a 14-item attitude score served as the analytical instrument. The study sample comprised 613 students from the School of Education at the University of Huelva, Spain. The results showed that more than 50% of the School’s senior students had discriminatory attitudes towards HIV-positive people, some of whom were fellow classmates. This study proposes several formative approaches to reducing the stigma suffered by HIV-positive people, while also improving senior students’ skills and capabilities in the field of health promotion.

Abstract: This paper summarises an early and successful piece of citizen science, performed within The University of Queensland Seismograph Stations (UQSS) observatory, in cooperation with colleagues at CSIRO. It was designed to en-courage young STEM students from Brisbane high schools to engage in “real” re-search, back in 1995. Having completed the project report, their (analog) results sat in a cupboard until the report was dusted off and the project was re-analysed in 2022 by an honors student, considering timely climate change applications for the study. This is a time when science is changing considerably from analog to digital medium and operational methods. The original project was called Earthquake generated T phases on BRS Seismograph (Brisbane, Q’ld)- a predictor for Tasman Sea Tsunamis? [1] Fortunately, seismology is a very collaborative field. The research question has since changed. There is a lot of data analysis involved in the science of recording earthquake signals, with auxiliary definitive catalogues, observers logbooks, housing of the recordings themselves (analog and digital) and the software mediums that change over time. In other words, a lot of headaches can be encountered in longitudinal data collection study such as this. The citizen science students used a pre-prepared decadal collection (1980-90) derived from the BRS observatory data catalogue. BRS is part of the global World-Wide Seismograph Station Network (WWSSN). Currently in Australia, university earth science observatories have diminished, and in their place, public seismic networks (PSN) have evolved, either in back-yard sheds or school science labs. The level of expertise required fits the role of advancing citizen science for a real science advantage. This is a topical citizen disaster preparedness action area for today’s climate emergency, which is threatening the globe and all lifeforms. Citizen engagement or mobilisation is an essential preparedness strategy. Keywords: citizen science 1; seismology 2; earth observation 3; climate change 4; education for sustainable development 5; disaster preparedness 6; disaster alerts 7

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

The past is an important lesson for facing the future with greater awareness. In this context, school plays a key role to spread knowledge on natural phenomena and to promote behavior change. Together with researchers, teachers can be strong allies to build more resilient future citizens. The Istituto Nazionale di Geofisica e Vulcanologia (INGV) school training activities provide tools to get ready for the next earthquake and/or tsunamis. About 5000 students from both Middle schools (ISCED 2) and High schools (ISCED 3) were involved in active learning activities based on a flipped-up approach during special online scientific events in the Pandemic. Online lab activities were conducted respectively during the European Researchers’ Night (“Earthquakes: history teaches us the future: researchers for a day with experimentation in didactics for ESL”) and during the World Water Day 2021 and the World Earth Day 2021 (“Tsunamis: history teaches us the future researchers for a day with experimentation in didactics for ESL”). These two Episodes of Situated Learning (ELS) experiences triggered students’ interest, favoring remote learning, developing life skills, focusing on historical seismic studies of both past earthquakes and tsunamis.

This paper argues that the neoliberal consensus about education finance has broken down due to growing economic inequality. First, I use a comparative historical analysis of political alliances to examine patterns of world trade and nations’ policies for economic and educational development since World War II. The United States emphasized STEM-collegiate preparation for all students, while most countries continued the dual emphasis on technical-tertiary and higher education. Educational policy in the US and Pacific region also shifted to reliance on markets and student loans resulting in worsening economic inequality in access. Nations with dual technical and academic pathways in secondary and postsecondary education systems expand college enrollment rates more rapidly than the US. They also experience class conflict between the working-middle class and the new technology elite. Next, I examine how education policy shifted from national planning aligned with public funding to market-based incentives for institutional development, further exposing gaps in opportunity within nations. Finally, recognizing the variations in systemic causes of inequality, I argue that governments, education agencies, and civic activists can best promote equity by organizing to address barriers to opportunity for groups left behind in the wake of withering neoliberal education policy.

This study introduces the Dynamic Feedback-Driven Learning Optimization Framework (DFDLOF), an innovative machine learning-based approach to personalize educational pathways. DFDLOF leverages advanced algorithms for in-depth analysis of learner data, enabling the dynamic customization of educational content and methodologies. Its application in diverse online platforms, including Khan Academy and Coursera, underscores its adaptability and scalability. DFDLOF enhances learner engagement and outcomes by providing tailored learning experiences and real-time feedback. Key insights reveal its strengths in personalized education, particularly in dynamically adapting learning paths and the importance of real-time feedback. Challenges identified include integration complexities and data privacy concerns. Future research directions emphasize the need for longitudinal impact studies and broader demographic applications. This study contributes significantly to the evolving domain of adaptive learning technologies, demonstrating the transformative potential of machine learning in personalizing education.

This study, which was supported by a quantitative research paradigm with two experiment and two control groups of 4x4 quasi-experimental design, aimed to find out the impact of a sustainable progressive STEAM (SP-STEAM Model) application model on 5th grade primary school students critical thinking dispositions and mathematic achievements in Northern Cyprus. The treatment model was applied to experimental groups for 14 weeks of time. Split-plot multiple group analysis of variance (Split-plot ANOVA) statistical technique was used to calculate between and within group significances regarding exogenous variable. SPSS24 software package was used for the analysis. Pre-test and post-test results derived from experiment and control groups revealed significant effect of SP-STEAM Model on 5th grade primary school students’ critical thinking dispositions as measured with CCTDI and mathematic achievements as measured with a dedicated ex-am. The results were discussed in detail under the light of related literature and suggestions for further studies were proposed.

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

Diabetes self-management education helps to improve health outcomes, quality of life and to reduce expenses for diabetic patients. This systematic review aimed to examine the effectiveness of diabetes self-management education used for newly diagnosed patients with type 2 diabetes (T2DM). A review of studies that have researched the use and the impact of health education in newly diabetic patients with T2DM was implemented. A literature search was conducted using the electronic database of Pub MED, Walters Kluwer, Cochrane Library, Elsevier, JSTORE between January 2017 – November 2022. The data on participants and intervention characteristics were extracted by two reviewers independently. We found 789 studies and after selection of PRISMA flow chart we selected 19 studies, including 2512 newly diagnosed adult T2DM. Biomedical results presented the pooled effect of HbA1c -0.64%, FBG -0.32. The evaluation of emotional and social results and behavioral effects has been evaluated respectively in 10 and 9 studies. The education and support of recently diabetic patients help to improve biomedical, psychosocial, and behavioral results. This intervention must be ongoing to maintain healthy behaviors

Little is known about family medicine academic staff in Taiwan, and basic data about this workforce may aid healthcare decision makers. We analysed data on Taiwan’s 13 medical schools collected by the Taiwan Association of Family Medicine from June to September 2019. Items included medical school names and total staff, and the gender, age, degree, working title (part-time/full-time), academic level, and sub-specialty of each current family medicine faculty member. A total of 116 family medicine faculty members were reported; most were male (n= 85, 73.3%). Ages ranged between 30 and 69 years, with a mean (SD) age of 43.3 (8.09). Faculty members with a master’s degree were the largest group (n= 49, 42.2%), and most were academic lecturers (n=49, 42.2%). Additionally, only about one-fourth (n=26, 22.4%) of family medicine faculty in medical schools were full-time, while the other three-fourths (n=90, 77.6%) were part-time faculty; most were located in northern Taiwan (n=79, 68.1%) and specialized in gerontology and geriatrics (n=55, 47.4%) and hospice palliative care (n=53, 45.7%). Our research provides the most complete census of family medicine academic physicians in medical schools in Taiwan. The results inform efforts to improve the establishment and development of family medicine departments in Taiwan.

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

Entropy as a mathematical concept is the first of its own kind, and second to none. Barely one or two papers in literature have investigated fractal dimensions of very basic entropies, such as Shannon, Tsallis, and Rényi entropic expressions. This was a thoughtful inspiration to delve into a step forward towards a unified information- theoretic fractal theory. The storytelling of this current paper starts by introducing my third entropy formula, namely Ismail’s entropy, , as a novel generalization to Shannonian entropy with a visionary link to both long- and short-range interactions, (LRIs), (SRIs) respectively. Clearly, this would generate a fourfold unification with statistical mechanics as well as contemporary physics. Hence, this adds more credibility and weight for this study. The fractal dimension of , is identified in this paper. As an essential part of this work, it was influential to spotlight the importance of fractal geometry to space industry as well as education, which is crucial to develop our societies. Thus, some potential fractal applications to CubeSat Technologies and Education are highlighted. So, will the deep search for more ground-breaking research has come to an end. Certainly, not. This was another inspiration to propose new open problems to widen research gates to the scientific community for more research pathways. Consequently, the paper ends with closing remarks combined with some challenging open problems and the next phase of research.

Background. There are few studies about post myocardial infarction follow-up using telemedicine. We organized a post-discharge telemedicine service with a dedicated team. To do this, it was necessary that all stakeholders involved in the organization and use of the telemedicine service were properly educated and informed. Methods. We designed a theoretical-practical mini-course, to train healthcare personnel and increase skills, with excellent learning outcomes and satisfaction. Thereafter, we enrolled patients affected by acute myocardial infarction with ST elevation (STEMI), MINOCA (myocardial infarction with no obstructive coronary atherosclerosis), Takotsubo syndrome or spontaneous coronary dissection, and high-risk acute myocardial infarction without ST elevation (NSTEMI). At discharge, the cardiology technician performed counselling for the patient; using regional platforms, televisit at 1 and 4 months monitored major adverse cardiac events (MACE), heart failure, arrhythmias, unstable angina and non-cardiovascular events, therapy adherence, target therapy and customer satisfaction. Results. Between November 2021 and February 2023, we enrolled 110 patients: 72% affected by STEMI, 22% by NSTEMI. At the 1-month follow up, 12 patients did not reach pressure target and 23 patients did not reach LDL target. We observed three in hospital readmission, three in hospital visits for further investigation and one death. To date, a four months follow up was performed for 54 patients. No readmissions or deaths occurred. We detect a rate of 96% of customer satisfaction. Conclusion. A health coordination center with a dedicated team makes televisit safe as a follow-up for post myocardial infarction patients. Before, it is fundamental for healthcare professionals the acquisition of theoretical knowledge and updates and the acquisition of manual, technical and practical skills.

The management of a cultural change in higher education is becoming necessary and unavoidable: changes in teaching, changes in research and changes in governance. Digital transformation is an essential part of many countries’ modernisation agendas. The aim of this non-experimental, descriptive, survey-based study was to explore the perceptions of university students toward the digital transformation that took place in university teaching as a consequence of COVID-19. The specific objectives proposed were to: a) analyse the perceptions of students toward digital transformation in university teaching; b) determine the valuation of students about the digital transformation that occurred in university teaching as a result of COVID-19; and c) explore the resources (hardware-software), professional collaboration, digital pedagogy and student empowerment (motivation) with respect to digital education and the recent changes in university teaching due to the pandemic. The results show that a large number of items are positively correlated. In conclusion, further research should delve into motivation, collaboration, reflective experience sharing, self-learning and initiatives that promote the development of competences in future teachers.

The COVID-19 outbreak demonstrated the viability of various remote working solutions, telepresence robots (TPRs) being one of them. High-quality video transmission is one of the cornerstones of using such solutions, as most of the information about the environment is acquired through vision. This study aims to compare the camera capabilities of four models of popular telepresence robots using compact reduced LogMAR and Snellen optometry charts as well as text displayed on the projector screen. The symbols from the images are extracted using OCR (Optical Character Recognition) software and the results of the recognition are compared with the symbols on the charts. Double 3 TPR provides the best quality images of optometric charts, but the OCR results of measurements of the image on the projector do not show the clear advantage of one single model over the others. The results demonstrated by Temi 2 and Double 3 TPRs are generally better than the others, suggesting that these TPRs are more feasible to be used in teaching and learning scenarios.

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.

The doctoral defense is an important step towards obtaining the doctoral degree. As such, preparing for the event is necessary. Anecdotal evidence highlights that there is a wide variety of ways in which doctoral candidates prepare for the defense. In this work, I want to explore if there is a relation between the way in which a doctoral candidate prepares for the defense and two important aspects of the defense: the outcome of the defense, and the student perception during and after the defense. For this purpose, I first reviewed the literature on the topic of the preparation for the doctoral defense. Then, I carried out an international survey on the doctoral defense and analyzed the data of the 204 completed surveys with respect to the preparation for the defense using quantitative and qualitative methods. The methods I used included the statistical tests of the correlation between on one hand the preparation and on the other hand the defense outcome and student perception. I used inductive thematic analysis of the open-ended survey questions to gain deeper insight in the way candidates prepared for their defense. I found that candidates most often prepare by making their presentation, reading their thesis, and practicing. The most effective measure is the mock defense, followed by a preparatory course. Reading blogs, books, and chapters is a less effective preparation measure. The conclusion of this work is that doctoral candidates need to understand the format of their defense in order to be able to prepare properly, and that universities should explore either individual pathways to the defense or pilots using a mock defense and/or preparatory course to give their doctoral candidates the necessary tools to prepare for their doctoral defense.

Artificial Intelligence (AI) play an important role in many fields, including medical education, practice, and research. Many medical educators started using ChatGPT at the end of 2022 for many purposes. The aim of this article was to explore the potential uses, benefits and risks of using ChatGPT in integrated pharmacotherapy of infectious disease module education. This study was an experimental study with content analysis of the potential applications of the ChatGPT model for integrated pharmacotherapy of infectious diseases module education was performed. The findings of this study shows that there are many potential uses, benefits and risks associated with the use ChatGPT. In conclusion, medical and health sciences educators can use ChatGPT as a guide in many aspects related to the integrated pharmacotherapy of infectious disease curriculum development, syllabus design, lecture notes preparation and exam preparation with caution.

A single paragraph of about 200 words maximum. For research articles, abstracts should give a pertinent overview of the work. We strongly encourage authors to use the following style of structured abstracts, but without headings: (1) Background: Place the question addressed in a broad context and highlight the purpose of the study; (2) Methods: briefly describe the main methods or treatments applied; (3) Results: summarize the article's main findings; (4) Conclu-sions: indicate the main conclusions or interpretations. The abstract should be an objective rep-resentation of the article and it must not contain results that are not presented and substantiated in the main text and should not exaggerate the main conclusions.

One of the major areas of research in a business setting has been the effect of the transformational leadership style on workplace engagement. Much debate has taken place on the definitions of both constructs but in recent years, general agreement appears to have been reached on the Multi-Factor Leadership Questionnaire (MLQ) (Avolio and Bass, 2004) as the measure of transformational leadership, and on workplace engagement measured by the Utrecht Work Engagement Scale (UWES) (Schaufeli et al, 2006). However, in the education setting, there is much less agreement on the definition of transformational leadership. Furthermore, there is less of a focus on workplace engagement than in the business field even though available evidence suggests that workplace engagement worldwide is in crisis. This study sought to address both the lack of agreement on the transformational leadership definition and the lack of focus on workplace engagement in educational research by means of a meta-analysis. The meta-analysis resulted in a significant pooled effect size although due recognition is given to the endogeneity problem in causal studies. The endogeneity issue together with the results of the meta-analysis are discussed with a view to furthering educational leadership research.

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. Six-hundred-twenty-two classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, with a two-time (before vs. during the lockdown) and three age-categories (≤40 vs. 41-50 vs. ≥51 years) factorial design. The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values (p&lt;0.001). The analysis yielded a significant multivariate main effect by time (p&lt; 0.001) and by time × age-categories (p=0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE (p&lt;0.001) and WE (p &lt; 0.001), with a reduction of both values from before to during the lockdown. A Bonferroni post hoc pairwise comparisons showed teachers’ SE-PE significantly decreased in all age categories (p&lt;0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.

Background: Since the advent of virtual reality (VR), it has been used in medical education for surgical training and anatomy teaching. Recently, other modalities of extended reality (XR) such as augmented reality (AR) and mixed reality (MR) has also made its way into medical education. Although there has been research validating XR’s use in medical education, there have been few studies on the research trends of the different XR modalities. The paper aims to compare the research trends of the XR modalities in general and in terms of the medical fields studied and outcomes measured. Methods: Web of Science was searched, and preliminary data was extracted to analyze the general trend. Inclusion and exclusion criteria were then applied, and finalized articles were analyzed and grouped based on the medical field studied and outcomes measured. Results: 31 articles on VR, eight on AR and one on MR were included in the final analysis. We found that there is increasing research in VR since 1990 and AR since 2008. The research in MR is constant. Most of the papers on VR studied endoscopic surgery and anatomy whereas AR studied mostly anatomy and endovascular procedures. Using Miller’s prism of clinical competence, the competency measured most for VR and AR is “show”. Discussion and conclusion: Advancement in computing, communication and display technologies since 1990 may contribute to the increase in research on VR whereas the ubiquity of smartphone since 2008 may explain the increase in research on AR. Although both VR and AR are used in surgical training and anatomy teaching, we found possible strengths of VR in counseling and AR in practical skills. The competency "show" was measured most as most of the papers were on surgery, and the XR simulators used can capture surgical parameters

The COVID-19 Omicron variant, reported to be the most immune evasive variant of COVID-19, is resulting in a surge of COVID-19 cases globally. This has caused schools, colleges, and universities in different parts of the world to transition to online learning. As a result, social media platforms such as Twitter are seeing an increase in conversations related to online learning. Mining such conversations, such as Tweets, to develop a dataset can serve as a data resource for interdisciplinary research related to the analysis of interest, views, opinions, perspectives, attitudes, and feedback towards online learning during the current surge of COVID-19 cases caused by the Omicron variant. Therefore this work presents a large-scale public Twitter dataset of conversations about online learning since the first detected case of the COVID-19 Omicron variant in November 2021. The dataset is compliant with the privacy policy, developer agreement, and guidelines for content redistribution of Twitter, as well as with the FAIR principles (Findability, Accessibility, Interoperability, and Reusability) principles for scientific data management. The paper also briefly outlines some potential applications in the fields of Big Data, Data Mining, Natural Language Processing, and their related disciplines, with a specific focus on online learning during this Omicron wave that may be studied, explored, and investigated by using this dataset.

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

Bullying makes learning difficult for nursing students, and using real-life scenarios during training can improve the understanding of workplace bullying. Thus, to mitigate bullying experienced by nurses, this study developed and evaluated a cognitive rehearsal education program that constituted of training nursing students through role-play simulations. A mixed-method research design was used to evaluate 39 nursing students from two universities. A quasi-experimental research design was applied to assess symptoms, knowledge, and perceptions of bullying, and a focus group interview was conducted with six participants. Quantitative analyses revealed that the program improved participants’ knowledge and perceptions, but not their symptoms. The focus group interview revealed that the program improved participants’ coping skills and desire for education. This program could be effective in raising awareness of workplace bullying and increasing relevant coping skills. It can be further developed as part of an overall strategy to manage workplace bullying and its consequences in hospital settings.

This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education –QASSE-, designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students’ physical and psychological well-being. Participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation process, EFA and CFA supported QASSE multifactorial structure with four first-order factors -academic overload, interaction with classmates, family pressure, and future-oriented perspective- and a second-order factor of academic stress, showing a significant and intense relationship with adolescents’ psychological and physical well-being. Results also highlight the effects of the gender*educational level interaction on the students’ stress, with girls showing higher levels of stress in the transition courses between educational phases (sophomore and junior years). The QASSE demonstrates good validity and reliability, showing potential for both research and educational application. The results show the high impact of the QASSE dimensions on psychological and physical well-being in adolescence, highlighting its special usefulness for designing and adjusting educational prevention and intervention actions in this area to the students’ specific characteristics and needs

Abstract Introduction: Antimicrobial resistance (AMR) is a recognised public health threat today globally. Though many active and passive stewardship strategies are employed to counter AMR clinically, educating school going children on AMR could be a futuristic cost-effective measure to minimize AMR development. We hypothesised NICE’s e-bug module to class VII school students on AMR determinants. Methodology: A prospective non-randomized intervention study on 327 students belonging to 9 schools of class VII around Manipal town, Udupi district, Karnataka state, India were included for the study. 10 questions on AMR determinants extracted from NICE’s e-bug program were quizzed in written as pre-test followed by an education intervention on the same questions followed by a post-test to end the session. Descriptive statistics to estimate epidemiological characteristics, Wilcoxon Signed Ranks and Kruskal-Wallis tests were applied to analyse statistical significance of pre/post-test performance scores for the 10 questions and between schools respectively Results: Students had inadequate knowledge on 7 AMR determinants (antimicrobial indication, its course, hand hygiene, fermentation, spread of infection, microbial multiplication and characteristics of microbe) when analysed for post-test performance (p<0.05). Comparison of post-test performance of 9 participating schools revealed statistical significance (p<0.05) for 3 questions (definition on antimicrobial, cover while cough/sneezing and microbial characteristics) Conclusion: Although students exhibited sub-optimal knowledge on few AMR determinants, they showed keenness to learn exhibited by their performance. Our findings and previous similar studies from Europe are suggestive of early pedagogic interventions on AMR through inclusion of such education modules in the curriculum could be potential tool for AMR prevention for future generations.

The world is facing an energy crisis. Governments are seeking to provide universal energy access and guarantee energy security while trying to mitigate climate change. One possible solution is energy transitions towards low carbon energy systems. Among other things (physical infrastructure, public policy and regulatory enablers and knowledge and capacities) changes in the energy systems require a well informed and participative citizenship. Within this context the concept of energy literacy appears. Energy literacy is the understanding of how energy is generated, transported, stored, distributed and used, awareness about its environmental and social impacts and the knowledge to use it efficiently in the different sectors of the economy. This paper provides a systematic literature review in the Web of Science’s Core Collection. Most of the work done around energy literacy addresses its evaluation among different groups, particularly students at different levels, and the construction, application and evaluation of tools for improving energy literacy. Other frequently studied issues are the influence of energy literacy in decision making, its drivers and conceptual research about the topic. Energy enables citizens to effectively contribute to energy efficiency and sustainable development, nevertheless energy literacy is not strongly correlated to energy consumption habits.

Diabetes mellitus (DM) and obesity account for the highest burden of non-communicable diseases. There is increasing evidence showing therapeutic patient education (TPE) as a clinically and cost-effective solution to improve biomedical and psychosocial outcomes among people with DM and obesity. The present systematic review and meta-analysis presents a critical synthesis of development of TPE interventions for DM and obesity and the efficacy of these interventions across a range of biomedical, psychosocial and psychological outcomes. A total of 54 of these RCTs were identified among patients with obesity and diabetes and were thus, qualitatively synthesized. Out of these, 47 were included into quantitative synthesis. There was substantial heterogeneity in reporting of these outcomes (I²= 88.35%, Q= 317.64), with significant improvement (SMD=0.36, 95% CI: 0.23 to 0.49) noted in biomedical outcomes in the intervention group. The effect sizes were comparable across interventions delivered by different modes and delivery agents. These interventions can be delivered by allied health staff, doctors or electronically as self-help programs, with similar effectiveness (P < 0.001). These interventions should be implemented in healthcare and community settings to improve health of patients suffering from DM and obesity.

A novel educational platform called Shared Modeling and Simulation Environment (SMSE) was initiated in the ERASMUS+ “CybPhys” project. It integrates the Jupyter platform, including Ju-pyter Notebooks, for e-learning in the STEM field. A novel platform enhances e-learning by combining Moodle with Jupyter's capabilities to create virtual labs. A survey was conducted in the spring of 2023 among bachelor and master students of Chernihiv National Polytechnic Uni-versity aimed to gather feedback from students using SMSE in their e-learning process. Two student groups were involved: one of them consisted of students using SMSE in both the autumn and spring semesters and another represented the students starting with SMSE in the spring se-mester. The survey based on the adjusted Technology Acceptance Model (TAM) was conducted to understand the acceptance of this e-learning approach. A comprehensive analysis of students’ answers based on the TAM approach revealed the inside of the process of transformation of stu-dents’ perceptions during the acquisition of the SMSE platform. Our research demonstrates that SMSE effectively merges Moodle's online learning capabilities with Jupyter notebooks, provid-ing a flexible and interactive learning experience for both in-class and remote students. It pro-vides a web-based, multifunctional e-learning environment that combines a variety of tools and technologies, giving students the possibility to be involved in all sorts of teaching activities, such as lectures, exercises, simulations, etc., through the use of one single online environment.

In an ever-evolving landscape of higher education institution, the College of Arts and Sciences at St. Michael's College, Iligan City, Philippines, embarked on a strategic journey to navigate the challenges and opportunities of the post-pandemic era. This study, conducted in August 2022, delves into the multifaceted dimensions of their strategic planning processes. Through qualitative methods that use intensive in-depth reviews of literature, informal interviews, observation, and thematic analysis, this research unveils a narrative of adaptation, innovation, and internationalization. It explores how the institution resiliently adapted to the COVID-19 pandemic, leveraged technological advancements to enhance educational delivery, fostered interdisciplinary collaboration at the nexus of arts and sciences, and embraced internationalization through partnerships and cultural exchange. Anchored in a robust theoretical framework, this study resonates with broader trends in higher education, echoing the global call for agile, student-centric, and forward-thinking institutions. As this institution's journey unfolds, its experiences and lessons resonate with academic leaders, administrators, faculty, students, and stakeholders, inviting reflection and dialogue on the future of higher education.

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

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

This paper explores the increasing use of big data in education to create personalized learning experiences tailored to individual student needs. The trend, driven by vast amounts of educational data, requires the development of new techniques to optimize learning outcomes while addressing the ethical implications of data collection and utilization. The paper emphasizes the necessity for robust policy frameworks to ensure transparency and trust, based on clear guidelines and parental consent. It also discusses how educational institutions are updating curricula to prepare learners for a rapidly evolving workforce, incorporating contemporary AI technologies that impact education systems. The dual influence of AI presents both opportunities and challenges, necessitating a balanced and thoughtful approach. The paper advocates for a holistic strategy in integrating AI in education, emphasizing the importance of collaboration between the AI industry and other sectors to develop comprehensive policy frameworks for the ethical and effective use of AI in education.

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.

The use of Artificial Intelligence (AI) applications in a growing number of domains in the latest years has put into focus Ethical Legal and Societal Aspects (ELSA) of these technologies and the relevant challenges they pose. In this paper, we propose an ELSA Curriculum for Data Scientists aiming to raise awareness about ELSA challenges in their work, provide them with a common language with the relevant domain experts to cooperate to find appropriate solutions, and finally, incorporate ELSA in the data science workflow and not be seen as an impediment or a superfluous artifact, rather than an integral part of the Data Science Project Lifecycle. The proposed curriculum uses the CRISP-DM model as a backbone to define a vertical partition, expressed in modules corresponding to the CRISP-DM phases. The horizontal partition includes knowledge units belonging to three strands that run through the phases, namely Ethical and Societal, Legal, and Technical Rendering Knowledge Units (KUs). In addition to the detailed description of the aforementioned KUs, we also discuss the implementation, issues such as duration, form, and evaluation of participants, as well as the variance of the knowledge level and needs of the target audience.

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.

Introduction: Dental students’ use of online material to supplement learning has been studied, but educator awareness and reaction to the findings of this research is unknown. This small local study aimed to investigate dental students’ use of online content as a learning tool from an educator’s perspective.Methods: Educators at an Irish dental school completed a survey based on dental students’ use of online learning. Quantitative descriptive analyses were carried out as appropriate on the data collected, and a subsequent focus group was held to gain deeper insight into survey results. Data were analysed for themes by deductive and inductive coding methods.Results: This study found a sample of educators were aware of some student behaviours around online videos. Most educators correctly thought that students are likely to refer to online videos to prepare for dental procedures. Several educators believed that teachers should incorporate videos into their learning, but do not themselves upload or recommend online videos. Most recalled discussing accuracy and/or relevancy of online content with their students. Fewer thought that students would discuss contradictory videos with them. Focus group participants expressed concern over the accuracy of online content. This along with a lack of time were some reasons deterring them from referring students to online videos. Conclusions: An opportunity exists for dental educators and their students to have local dialogue around (1) student use, critical appraisal, and sharing of dental procedural video material; and (2) perceived benefits and challenges of incorporating both school-produced and online videos into teaching and learning. Although arguably non-generalizable beyond this context, this study may inform future research and serve to spark conversations within schools regarding video use for teaching clinical dental procedures.

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.

AbstractBackground: The World Health Organization (WHO) said the situation in India was a "devastating reminder" of what the coronavirus could do. COVID-19 cases suddenly spiked across India. Union Health Minister Harsh Vardhan has said that one of the major reasons for the spike in coronavirus cases was people not following COVID-appropriate behaviour. The Union minister noted that the sudden rise in cases is largely or maybe event-driven comprising local body elections, grand weddings, and farmers' protest. These events may cause asymptomatic covid-19 carriers to spread wide covid-19 to others. Malaysia is also facing a surge in Covid-19 may due to the spread of covid-19 by asymptomatic covid-19 carriers. Therefore, it is important to develop an application that can publicize information on asymptomatic covid-19 carriers. The purpose of this application is to provide sufficient information and scientific research evidence to ensure that prevention strategies for asymptomatic covid-19 carriers must be implemented. The app is also open to anyone who uses it to educate others so that information can be shared more quickly to prevent other countries from becoming "Second India or Malaysia".Method: The homepage of the app shows that asymptomatic covid-19 carriers may have a lower viral load, the same viral load, or a higher viral load than symptomatic covid-19 carriers. When the user app is pressed by each category, they will see sufficient information and scientifically based research evidence about each category. These apps also show the evidence that on January 13, 2021 - Malaysian Health Department Director Dr Noor Hisham Abdullah instructs test Only those Close Contacts With Symptoms and The Malaysian Medical Association (MMA) has urged the Health Ministry to urgently improve the management of mild Covid-19 cases and revert to its policy of testing all close contacts. In addition, These apps also show App raise public awareness of the importance of COVID-19 vaccination(version 4) [Peter Chew, 2021] can intuitively see that countries with high vaccination rates can solve the problem of asymptomatic transmission of covid-19 carriers.Result: This application displays sufficient information and scientifically based research evidence to prove asymptomatic covid-19 carriers are the main key to the outbreak of covid-19. Some countries are using covid-19 symptom prevention strategies. They are only testing the symptomatic closed contact of covid-19 patients, because they may think that asymptomatic covid-19 carrier is just a low viral load and a low transmission rate, which is wrong. Some asymptomatic covid-19 carriers of covid-19 have high viral loads. The accumulation of asymptomatic covid-19 carriers with high viral load is the main cause of the covid-19 outbreak. Conclusion: Three apps have been developed to educate the public about the importance of asymptomatic covid-19 carriers. The asymptomatic covid-19 carrier education app (1) will provide sufficient information and scientific research evidence to educate citizens of any country to ensure that preventive strategies must be implemented for asymptomatic carriers to prevent the country’s Covid-19 outbreak. App, Game Base Learning to Prevent Infection from COVID-19 (version 3) [Peter Chew, 2020 ]. The app allows anyone to intuitively see that when the second wave covid-19 arrives, the accumulation of a large number of asymptomatic carriers in some countries has led to the high infection rate of covid-19. This is what is happening in India now. App raise public awareness of the importance of COVID-19 vaccination(version 4) can intuitively see that countries with high vaccination rates can solve the problem of asymptomatic transmission of covid-19 carriers. This is what is happening in Israel now.

With an ever increasing amount of research data available, it becomes constantly more important to possess data literacy skills to benefit from this valuable resource. An integrative course was developed to teach students the fundamentals of data literacy through an engaging genome sequencing project. Each cohort of students performed planning of the experiment, DNA extraction, nanopore sequencing, genome sequence assembly, prediction of genes in the assembled sequence, and assignment of functional annotation terms to predicted genes. Students learned how to communicate science through writing a protocol in the form of a scientific paper, providing comments during a peer-review process, and presenting their findings as part of an international symposium. Many students enjoyed the opportunity to own a project and to work towards a meaningful objective.

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.

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.

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.

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.

In recent years, online learning has become one of the most popular methods of educational delivery due to advances in technology, which has been made even more evident in the COVID-19 lockdown period. Online education has evolved into a distinct field of study within the educational system over the last few years. It is also important to note that parallel with the growth in this field, there has also been an increase in the number of scholarly journals that regularly publish research in this field, reflecting the importance of this field in the modern day. In spite of the fact that online learning offers a wide range of educational options, from short courses to full-time degrees, as well as being accessible, flexible, environmentally friendly, and affordable, there are also certain challenges associated with this educational approach. These challenges include the lack of social interaction, technical errors, a lack of hands-on training, and difficulties in assessing students. It is, therefore, imperative to ask the crucial question of whether online learning can replace traditional classroom learning or whether it can supplement it in hybrid models with it, as well as what factors and conditions are likely to determine this in the short- and long-term, as well as how it will be blended together in the future. The purpose of this commentary is to provide a brief summary of the current status of both learning models, as well as their pros and cons, in order to answer the question that was posed above.

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.

The construction of earth buildings, both throughout history and in the current day, is well-established worldwide. Despite New Zealand's pre- and post-colonial history of earth construction, earth buildings as residential homes have not been well-received or popularised throughout present-day New Zealand. This research aims to identify the reasons for this lack of awareness and to determine methods that promote earth buildings in New Zealand. This research is based on data collected from semi-structured interviews conducted with subject matter experts and via an online questionnaire completed by members of the Earth Building Association New Zealand (EBANZ). The data collected revealed the experiences and perceptions of all participants regarding the advantages, challenges and promotion of earth buildings specific to New Zealand. Upon analysing these responses, key reoccurring themes were identified and compared. Regarding New Zealand's lack of awareness of earth buildings, interview and questionnaire participants responded that this shortcoming was due to earth construction being a very niche market and lacking commercial marketing. Education was the most frequently reoccurring theme raised by all participants as the top promotional tool for raising awareness of earth buildings. The results of this research can be applied to future work regarding obstacles that limit the growth of New Zealand's earth building industry, as well as research on the role of New Zealand's education system in exposing the next generation of builders, designers, and consumers to earth construction.

It’s always a challenge for a teacher to get their students to be more engaged or active in the classroom. Engagement happens when students are interested in the subject, have fun, and feel welcome in the classroom. But how do we make students more engaged? To make this happen, Educational escape rooms were introduced into studies. In this paper, we will discuss about the creation and evaluation of educational escape rooms within an engineering learning context. As part of our research project, four educational escape rooms were created for students and surveys were conducted among them to evaluate the success of our project. Our findings indicate that the escape room learning model is well accepted by the students. As a result of the activity, high levels of dedication and enthusiasm are recorded and students shows the eagerness to do more escape room activities.

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.

Traditional education, particularly at a university level isn’t necessarily very engaging1 or strong at building teamwork skills. Educational escape rooms are a recent game based learning2 approach which combines team based problem solving with a story-line and cryptic clues. In this3 paper we apply the concept of educational escape rooms to the telecommunications engineering4 classroombycreatingaseriesoftwoseparatescenarios,eachcontainingthreepuzzles. Ourevaluation5 is based on beta tester survey results which suggest that this will be an engaging and challenging6 tool for teaching telecommunications engineering. Although educational escape rooms are rapidly7 being deployed in education, these are the first educational escape rooms that specifically addresses8 the field of telecommunications engineering.

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 commercial popularity of Virtual Reality attracted educators’ interest and brought new opportunities to the educational landscape. At the same time, Learning Analytics emerged with the promise to revolutionise the traditional practices by introducing ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms as they offer direct access to learners’ activities with minimal effort. On the antipode, the nature of VR limits the opportunities for such data collection. Hence, in the context of this work, we present a four-dimensional theoretical framework, that accounts the information that can be gathered from VR-supported instruction, and propose a set of structural elements which can be utilised for the development of a Learning Analytics prototype system. The outcomes of this work are expected to support practitioners to maximise the potential of their interventions and provide inspiration for new ones.

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.

This paper shares our work in developing and implementing an immersive gamification training platform for students who undergo manufacturing shopfloor training at the School of Engineering, Nanyang Polytechnic, Singapore. In this gamification training platform, we developed a virtual manufacturing shopfloor that is identical to the actual shopfloor located in the school. Students have the freedom to learn the manufacturing shopfloor operations and safety acts through the various game scenarios and training tasks which include workshop safety, CNC machine introduction, CNC machining dynamics, MES, etc. In addition, the assessment feature with immediate feedback were embedded within the gamification platform, which aim to help students to assess their level of understanding and help teachers to monitor the learning progress of their students. To investigate the impact of this gamification training platform on students’ learning outcome and motivation in manufacturing shopfloor technologies and safety acts, a pilot study was conducted in AY2018 semester 2 for a total 134 students from 4 classes of digital & precision engineering diploma. It is found that gamification can be integrated effectively into manufacturing education to motivate students and enhance their learning effectiveness. Based on the collected data from the technical quizzes and satisfactory survey, the results showed that the integration of gamification into the classroom learning not only added a stimulating and captivating game-like layer to the learning experience of the students, but also provided a safe environment for students to learn without fear of making errors. Challenges faced in implementing this gamification training platform will also be discussed in this paper.

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.

Open Education, Open Educational Practices (OEP), and Open Educational Resources (OER) have emerged as significant opportunities for enhancing global sustainability information sharing. However, the creation and sharing of OER, as well as the usage of OEP in Higher Education for Sustainable Development (HESD), remain limited. This study explores the implementation of OEP in HESD, aiming to empower students to co-produce OER on Sustainable Development (SD). This study, drawing on the theoretical approach of the principle of constructive alignment, proposes the development of students’ digital competence in OER production. A two-group pre-test post-test analysis of 409 students (Psychology, Economics, Education, Geography) reveals a significant increase in digital competence over time among students who produced OER on SD, compared to their peers enrolled in courses unrelated to OER content development. We delve into the practical implications for designing OEP in HESD and strategize to support students in their OER production processes.

This paper uses a qualitative case study to investigate the experiences of Korean special education teachers who instruct children with disabilities from multicultural families. Through a purposive sampling method, study participants were chosen from a pool of individuals that the Korean multicultural support center recommended. These individuals are special teachers who are currently teaching children with disabilities from multicultural families. The qualitative case study approach used in this study seeks to elicit the participants’ experiences of teaching their students with special needs. The teachers’ experiences were analyzed and categorized into two main categories: 1) a mother's lack of Korean linguistic ability and 2) governmental and societal support for multicultural special education. Additionally, results also produced four sub-categories and seventeen minor categories. Such analyses lead to a greater understanding of the intricacies of educating children with special needs. Lastly, the implications of this study provide direction for future policy--including social welfare and educational support—that will meet the needs of multicultural families raising children with disabilities.