In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning [1], Learning in the Presence of the Other [2,3] and Reflexive Inclusion [4] for inclusive worldview education in the context of a religiously pluralized and secularized society.

This study inscribes itself in the global discussion on the nurturing of pro-environmental behaviors among young people for a sustainable future. Here we focus on students' interest in Ecosystem Services and Sustainability to explain their awareness and optimism about the environmental issues of air pollution, water shortage and green gas emission in 50 countries around the world. To this end, we use the cross-sectional survey data of the OECD's Program for International Student Assessment (PISA) 2015, along with seemingly unrelated bi-variate weighted ordered Probit modeling with country specific effects. The results show that in addition to factors such as age, gender, immigration status, and economic, social and cultural status, interest in the biosphere is a significant determinant of students' environmental awareness and optimism. In fact, a one level increase in students' interest in ecosystem services and sustainability raises on average their awareness level by 15.3% for the issue of air pollution, 15.7% for the issue of water shortage, and 24.6% for the issue of green gas emission. Although students' interest in the biosphere seems to not have a significant effect on their expectations about the issue of green gas emission, it does however raise their level of optimism by 0.8% for the issue of air pollution, and 0.2% for the issue of water shortage. Furthermore, every one level increase in students' environmental awareness leads to 17.3% more optimism about the issue of air pollution, 15.8% more optimism about the issue of water shortage, and 17.4% more optimism about the issue of green gas emission. Therefore, relying on the Theory of Planned Behavior (TPB), our results imply that governments and policy makers can successfully leverage young people interests in the biosphere to effectively achieve their goals for sustainability.

Machine learning (ML) offers potential opportunities to enhance the learning, teaching and assessments within veterinary medical education including but not limited to assisting with admissions processes as well as student progress evaluations. The purpose of this primer is to assist veterinary educators in appraising and potentially adopting these rapid upcoming advances in data science and technology. In the first section, we introduce ML concepts and highlight similarities/differences between ML and classical statistics. In the second section, we provide a step-by-step worked example using simulated veterinary student data to answer a hypothesis driven question. Python syntax with explanations is provided within the text to create a random forest ML prediction model and within each step, specific considerations such as how to manage incomplete student records are highlighted when applying ML algorithms within the veterinary education field. The results from the simulated data demonstrate how decisions by the veterinary educator during ML model creation may impact the most important features contributing to the model. These results highlight the need for the veterinary educator to be fully transparent during the creation of ML models and future research is needed to establish guidelines for handling data not missing at random in medical education, and preferred methods for model evaluation.

From the merge of arts and crafts towards a practice for mass production of desirability, consumption and product development in a capitalist economy of scale, design has lost its natural ability of problem comprehension and tension alleviation. The modern world needs the creativity, flexibility, and responsiveness embedded into design practices, mostly when a behavioural change, either individual or organizational, is intended. Still, the informality nature of the field is creating a gap between the study, research, and industrial design practice. Here it is presented the Biology of Creativity Model (BoC) which is a design-by-analogy method that promotes an empowered design practice through analysis of mostly biology reference texts for enhanced creativity and innovation performance in a diverse array of contexts.

The pandemic has accentuated the power that influencers have to influence their followers. Various scientific approaches highlight the lack of moral and ethical responsibility of these creators when disseminating content under highly sensitive tags such as health. This article presents a correlational statistical study of 443 Instagram accounts with more than one million followers belonging to health-related categories. This study aims to describe the content of these profiles and their authors and to determine whether they promote health as accounts that disseminate health-related content, identifying predictive factors of their content topics. In addition, it aims to portray their followers and establish correlations between the gender of the self-described health influencers, the characteristics of their audience and the messages that these prescribers share. Health promotion is not the predominant narrative among these influencers, who tend to promote beauty and normative bodies over health matters. A correlation is observed between posting health content, the gender of the influencers and the average age of their audiences. The study concludes with a discussion on the role of public media education and the improvement of ethical protocols on social networks to limit the impact of misleading and false content on sensitive topics, increasing the influence of real health prescribers.

Data from environmental satellites are underutilized in many branches of operational oceanography. Several challenges exist for potential users of satellite data that may impede or preclude employing satellite products in their work. Users outside of the satellite community often encounter difficulty in discovering the types of satellite measurements that are available, and determining which satellite products are best for operational activities. In addition, the large choice of satellite data providers, each with their own data access protocols and formats, can make data access confusing and inefficient. NOAA’s CoastWatch Program is designed to be a Value Added Provider, whose mission is to help make satellite data easier for users to access. With this objective the West Coast Node of CoastWatch developed the NOAA Ocean Satellite Course, which introduces scientists and resource managers to ocean satellite products, and provides them tools to facilitate data access when using ArcGIS or R software. These tools leverage upon the data services provided by ERDDAP, a data distribution system designed to make data access easier for both humans and machines. The course has been offered annually since 2006, and over 350 participants have taken it. Results of post-course surveys are analyzed to measure course effectiveness. Lessons learned from conducting these courses are summarized.

The COVID-19 pandemic is one of the worst catastrophes that we have faced globally in recent years. It has not only taken its toll on the economic sector but also on the education sector. The social distancing norms that are in place as a direct response to the pandemic have turned conventional classroom teaching into a problematic minefield; as such, students all over the world have been forced into unprecedented situations that have served only to worsen the situation. The current pandemic has given rise to one of the worst crises the 21^st Century has ever seen, resulting in a surge of unemployment. Many companies have taken the route of firing employees or making redundancies, as they cannot afford the monthly reimbursement for staff. While this issue primarily concerns full-time workers, it also carries significant consequences for students – a considerable number of students are required to earn their daily living costs, and, without a job, they cannot pay their educational fees, accommodation costs, or living expenses. This comprehensive study briefly discusses the multitude of problems faced by students in the UK regarding higher education, as a direct result of the coronavirus pandemic. It contains six individual sections: a detailed introduction; the methodological procedures employed; educational disruptions, covering issues from hindrances in field research to examinations and student evaluations; personal problems experienced by students, such as accommodation and loss of income; concerns arising from the global pandemic; and finally, a conclusion and summary of the study’s findings.

This is a case study in the domain of public sector management or management in government, with particular reference to education as a sector as a whole. Bangladesh has shown persistent upward trends in development indicators during the last four decades. In the education sector also, many indicators improved - literacy, the female proportion of literacy, number of educational institutions, etc. Quantity wise investment and indicators increased and improved at all levels and dimensions like primary, secondary, tertiary, technical, and so on. But qualitative improvement remained mysteriously low, despite government intention to increase quality of teaching, learning, and administration. This paper aimed to draw an overall picture of qualitative scenario of the education sector. Analyzing secondary sources like public media, and primary sources like citizen interactions, this qualitative study consolidated the problems of the education sector in a coherent whole. It argues that many problems of education sector are not education problems or budget problems, rather purely and simply ‘management’ problems, and so, can effectively be solved with basic but thorough understanding of the basic technicalities of management as a discipline.

One in three people globally suffer from at least one form of malnutrition, leading to poor health outcomes and low productivity in the workplace. The workplace offers an important, relatively unexploited opportunity to address malnutrition in all its forms. This literature review aims to understand the potential for impact of workforce nutrition programmes on nutrition, health, and business outcomes, based on high-strength-of-evidence studies. We conducted a systematic search on PubMed and a rapid hand-search on Google Scholar to identify systematic reviews, meta-analyses, and randomized controlled trials published between January 2010 and October 2021. In total, 26 records were included. We found that comprehensive workforce nutrition programmes, including a variety of intervention areas, and/or programmes targeting high-risk categories of workers (overweight/obese or (pre-)diabetic) were more likely to be effective on nutrition, health, and business outcomes. Within comprehensive and targeted programmes, individualized counselling and environmental modifications were often mentioned as the most effective components. However, a high degree of heterogeneity in outcome measures and programme designs made it difficult to draw strong conclusions on impact of workforce nutrition interventions. Limited evidence was found on business outcomes, longer-term effects of interventions, and programme implementation in LMICs. Therefore, further research is needed to address these evidence gaps.

This comprehensive statement explores the concept of educational excellence, emphasizing the limitations of traditional metrics and proposing a holistic model for excellent educational systems. The discussion delves into the ambiguity surrounding excellence, challenges in measurement, and the influence of social, cultural, and economic factors on education. The objectives of the study include shedding light on the nature of excellence, its global significance, and introducing a model for improving school performance. The theoretical framework integrates constructivism, Maslow's Hierarchy of Needs, and Ecological Systems Theory to emphasize student-centered learning, holistic development, and environmental factors. The proposed model envisions an educational ecosystem prioritizing personalized, inclusive, and relevant education, with key components such as student-centered learning, inspirational educators, curriculum innovation, and community involvement. The abstract concludes by highlighting the model's potential implications in transforming education, challenging the status quo, and fostering well-rounded individuals equipped for a rapidly changing world.

With limited state budget, developed nation public higher education have increased their fees making education expensive for most developing nation students. Some developing nations have set up regional low-cost education hubs to attract developed nation universities to offer their reputable degree programs. However, the intense competition for student enrolment in both has led to the marketisation of education. Students as paying customers need to experience satisfying stress-free teaching and learning to sustain enrolment. With employers increasingly unhappy with the quality of human capital, has the marketisation of higher education led to nominal human capital development? Can substantive human capital be developed in the new normal of marketisation of higher education? An adaptation of randomised control trials was used to measure learning outcomes desired by future employers for two teaching and learning approaches namely students as customers (n=497) and employers as customers (n=355). Findings show both approaches have good learning outcomes with the latter generally more superior. However, the former leads to nominal learning outcomes. This research extends the literature on achieving substantive learning outcomes conducive to employability. Implications for student satisfaction, lecturer professionalism, employability and quality assurance are discussed.

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

The rapid progress in artificial intelligence, machine learning, and natural language processing has led to the emergence of increasingly sophisticated large language models (LLMs) enabling their use in healthcare. The study assesses the performance of two LLMs: the GPT-3.5 and GPT-4 models in passing the medical examination for access to medical specialist training in Spain MIR. Our objectives included gauging the model's overall performance, analyzing discrepancies across different medical specialties, discerning between theoretical and practical questions, estimating error proportions, and assessing the hypothetical severity of errors committed by a physician. We studied the 2022 Spanish MIR examination after excluding those questions requiring image evaluations or having acknowledged errors. The remaining 182 questions were presented to the LLM ChatGPT4 and GPT-3.5 in Spanish and English. Logistic regression models analyzed the relationships between question length and question sequence d performance. GPT-4 outperformed GPT -3.5, scoring 86.81% in Spanish (p<0.001). English translations had a slightly enhanced performance. Among medical specialties, GPT-4 achieved a 100% correct response rate in several areas, with specialties like Pharmacology, ICU, and Infectious Diseases showing lower performance. The error analysis revealed that while a 13.2% error rate existed, gravest categories like "error requiring intervention to sustain life" and "error resulting in death" had a 0% rate. Conclusions: GPT-4 performs robustly on the Spanish MIR examination, varying its capability to discriminate knoweldge across specialties. While the model's high success rate is commendable, understanding the error severity is critical, especially when considering AI's potential role in real-world medical practice and its implication on patient safety.

Acknowledging the diverse perceptions about science-religion relationships among learners who come from various religious environments may increase learners’ willingness to learn about evolution. This study is based on a zoology course designed for in-service teachers, which aimed to provide basic scientific knowledge about evolution using the Religious Cultural Competence in Evolution Education framework. The study explores whether learners who were resistant to evolution modify their attitudes and willingness to learn about it, and whether they develop respect toward learners who hold contradicting views. Using qualitative methods, the findings indicate that using the Religious Cultural Competence in Evolution Education framework increased some formerly "resistant" learners’ willingness to learn about evolution and include it in their own teaching, albeit in varying degrees and with various reservations. The learners appreciated the freedom to express their challenges concerning evolution learning or teaching and became more willing to respect opposing perspectives, even though not all the religious learners accepted evolution as an explanation for the development of organisms. This study has international implications for bridging the gap between science and religion, thus reducing resistance to learning and teaching about evolution.

In 2020, the early Covid-19 lockdown and social distancing induced the abrupt migration of traditionally presential learning activities to online domains. This “new normal” environment affected management not only of training courses, but also educational events whose main added value consisted in providing students with an interactive experience onsite, as it is the case of inter-institutional summer schools. The following research corresponds to a case study in which our organization, a French university, had to reformulate, in less than three months, one of its traditional summer schools while trying to keep the original goals. We aimed at identifying the impact of four managerial decisions by analyzing, through qualitative and quantitative surveys, students’ perception of gained or lost value regarding four topics: a) online teaching, b) pre-recorded busines cases providers, c) online social events, and d) technical solutions. With an emphasis in both didactics (i.e., knowledge) and pedagogics (i.e., learning experience), the analysis of perceived value allowed as to learn about students’ assessment position, which revealed two main issues at stake: belonging, in relation to students’ identity and academic background, and performing, related to students’ expectations.

The COVID-19 pandemic has struck educational experience systems around the globe. This paper investigates and evaluates the student participants’ perceptions who joined the international exchange seminar on global citizenship and peace held at a University in Hiroshima, Japan. Approximately seventy students and faculty members from nine to ten different universities from around the globe joined this summer program in August 2021 (online) and 2022 (face-to-face). This study is a mixed-method study. The first part consists of a quantitative analysis of BEVI data obtained from the students in the seminar before COVID-19 and after. The research concludes that there are no changes in the way students learn. The second part consists of qualitative data. This data shows the perceptions of students of online teaching versus hybrid teaching. It compares the differences in participants’ perceptions reported in students’ feedback on the programs during and post-COVID-19. Our results confirm prominent differences exist in the students’ perceptions of their learning experience during the pre-pandemic and post-pandemic periods. The findings of this study suggest that universities need to strive and define a meaning and purpose of international seminars, which enables students to experience a high level of intercultural social interaction face-to-face.

This paper presents an overview of EREMI, a two-year project funded under ERASMUS+ KA203, and its results. The project team's main objective was to develop and validate an advanced interdisciplinary higher education curriculum, which includes lifelong learning components. The curriculum focuses on enhancing resource efficiency in manufacturing industries and optimizing poorly or non-digitized industrial physical infrastructure systems. The paper also discusses the results of the project, highlighting the successful achievement of its goals. EREMI effectively supports the transition to Industry 5.0 by preparing a common European pool of future experts. Through comprehensive research and collaboration, the project team has designed curriculum that equips students with the necessary skills and knowledge to thrive in the evolving manufacturing landscape. Furthermore, the paper explores the significance of EREMI's contributions to the field, emphasizing the importance of resource efficiency and system optimization in industrial settings. By addressing the challenges posed by under-digitized infrastructure, the project aims to drive sustainable and innovative practices in manufacturing. All five project partner organisations have been actively engaged in offering relevant educational content and framework for decentralised sustainable economic development in regional and national contexts through capacity building at local level. A crucial element of the added value is the new channel for feedback from students. The survey results, which are outlined in the paper, offer valuable insights gathered from students, contributing to the continuous improvement of the project.

This comprehensive study delves into the implementation and effectiveness of the flipped classroom model in engineering EMI (English as a Medium of Instruction) courses in Taiwan. Situated within the strategic framework of Taiwan's Bilingual Nation 2023 policy, this research aims to enhance the global competitiveness of Taiwan's semiconducting manufacturing engineering sector. The study’s primary focus is on understanding the perceptions and learning outcomes of EFL (English as a Foreign Language) students in engineering courses. Through a methodical approach using descriptive statistics and chi-square tests, the study analyzes data from 33 junior engineering students specializing in mechanical and mechatronic fields. The findings highlight a significant positive influence of the flipped classroom model on various aspects of student learning, including increased engagement, heightened creativity, and enhanced problem-solving skills. Additionally, the study emphasizes the critical role of timely L1 support in facilitating effective learning in EMI settings. These outcomes not only demonstrate the flipped classroom's viability as a sustainable educational approach but also provide crucial insights for educators and policymakers. By aligning cutting-edge teaching methods with the evolving needs of engineering education, this study contributes to the discourse on educational innovation. It ultimately guides the development of future engineering programs that cater to diverse student needs and fosters the cultivation of skilled engineering professionals.

Postgraduate research is a massive stumbling block to students who had never had an opportunity of exposure to research methods. A study conducted by the researcher (Costa, 2018) revealed challenges in postgraduate supervision—one of these challenges was lack of exposure to research language by students. Qualitative research and its complexities due to a variety of approaches including rigour determination pose a plethora of challenges to novice researchers. This document presents C.O.S.T.A model as a tool suitable for use by academics and students, with a panoramic view of steps to be taken first to understand foundational concepts and the language of research and secondly to make informed choices on the research methods and design strategy options available for the prospective researcher. Conclusions drawn on the reliability of the model are based on empirical evidence of application of the model observed over a period of 12 months, with some students testifying to have passed their research projects satisfactorily at their respective leading universities in South Africa. Secondary research also provides voluminous sources of success of similar research supervision programmes both in South Africa and abroad.

Supporting the implementation of school food and nutrition policies (SFNPs) is an international priority to encourage healthier eating among children and youth. Schools are an important intervention setting to promote childhood nutrition, and many jurisdictions have adopted policies, guidelines, and programs to modify the school nutrition environment and promote healthier eating. The purpose of this study was to explore the association between perceived adequacy and capacity for SFNP implementation on food availability and policy adherence in the province of Nova Scotia (NS), Canada, one of the first regions in Canada to launch a comprehensive SFNP. A cross sectional online survey was conducted in 2014-15 to provide a current-state of policy implementation and adherence. Adequacy and capacity for food policy implementation was used to assess policy adherence through the availability of prohibited ‘minimum’ nutrition foods. An exploratory factor analysis was conducted on a selected of available foods and ‘slow’ and ‘quick’ service food composition measures were dichotomized for food availability. Schools with above perceived average adequacy and capacity for policy implementation had more than three times (3.62) greater odds of adhering to a lunch policy, while schools that adhered to a snack and lunch policy had 52% and 82% lower odds of serving quick service foods, respectively. This study identified the need for appropriate adequacy and capacity for policy implementation to ensure policy adherence and improve the school food environment. These findings highlight the potential of SFNPs to have a positive impact on childhood nutrition, but adequately supporting their implementation is critical to ensure their impact.

The aim of this study is to introduce and evaluate a new approach by using 3D printed anthropomorphic breast phantoms in teaching X-ray mammography techniques Radiologic technologists. For this purpose, a physical anthropomorphic breast phantom is created, based on a computational breast version. The phantom is created by a stereolithography 3D printer. The practical exercises were conducted in three sessions with the participation of radiographers students first, second and third year of training, respectively. A survey was prepared to summarise the participants´ opinion about this new form of training in mammography technique. A total of 83 students were trained with the new approach. From these 52 responded to the survey questions. More than half of the students (71.2%) successfully handled the exercise with the physical breast phantom. The training provoked a substantial number of students to express the belief that incorporating modern methods based on digital technologies into their X-ray device training is essential. The instructor was well prepared and with the needed competence. The experience within this training convinces the future professionals to introduce the new technologies in their routine work, particularly for exercising the compression technique and breast positioning.

Dementia education and training for workforce development is becoming increasingly important in bridging knowledge gaps among health and social care practitioners in the UK and internationally. Dementia Education for Workforce Excellence (DEWE) was developed during the COVID-19 pandemic blending both synchronous and asynchronous instruction and delivered across three different contexts: care homes, home care, and nurse education within the UK and India. This study aimed to evaluate DEWE using mixed methods with online survey data analyzed descriptively and interview data analyzed thematically. Integration of survey and interview data aimed toward a comprehensive evaluation of this novel approach for dementia workforce development. Thirty-four social care practitioners and nurse educators completed the online survey demonstrating high-level learner satisfaction; learning gains; behavioral change, and motivation to share new knowledge. Four key themes developed from the analysis of interviews (n=9) around participants’ pursuit of new knowledge; delivery modes in DEWE; learning gains and impact of DEWE; and adaptations for future program implementation. Findings suggest DEWE is an innovative resource that promotes person- and relationship-centered dementia care across all stages of one’s dementia journey. Cultural adaptations are recommended for international delivery to ensure contextual alignment and maximum impact.

Background: Serious games are conceptualized as a broad topic and overlap segments of more modern forms of education: e-learning, edutainment, game-based learning, and digital game-based learning. Serious Games aligns with digitalization and the modern era and creates novel opportunities for learning and assessment in medical education. Escape rooms, a type of serious games, merge mental and physical aspects to reinforce critical skills useful in daily life. It challenges logic and reasoning and demands careful analysis of situations to correlate and solve different stages of the escape room under pressurized, timed conditions. Furthermore, it serves as an adequate environment to build problem-solving skills, communication skills, and leadership skills through the collaboration of people to achieve a common goal. The aim of this study was to investigate the applications of escape rooms in Medical Education. Method: This study investigated the applications of escape rooms in medical education. Serious games are expanding in education and have attained great relevance due to their intriguing and intrinsically motivating attributes. Within serious games, we focused on escape rooms in which participants are locked in a room, faced with puzzles that must be solved to ‘escape the room’. Compiling the data from the first 100 hits of medical application of escape rooms, we found 72 cases and categorized them by year, specialty, participants structure, simulation experience, and design. Results: We reported on escape rooms in medical education by the year in which they were reported, the medical specialty, the participant structure, grouped or individual, the experience design; real, hybrid, or digital, and the modality of the delivery. 72% of the escape rooms focused on four main areas: nursing education (25.0%), emergency medicine (22.2%), pharmacy (12.5%), and interprofessional education (12.5%). Most of the escape rooms had a group-based physical design and little attention was given to provide a detailed description of the design considerations, such as the pathway type (linear, semi-linear, open). Conclusion: Escape rooms are applied in a wide range of medical education areas. In Medical Education, group-based on-site escape rooms with a focus on nursing, emergency medicine, pharmacy and interprofessional education dominates the implementation landscape. To further advance the field, stronger emphasis on making explicit the design considerations will advance the research and inform implementations.

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

AI tools provide individualized learning experiences tailored to specific language learners' requirements. Artificial intelligence-driven programs can customize lessons, exercises, and feedback by evaluating a learner's progress and determining strengths and shortcomings. This individualized method aids students in concentrating on their areas of weakness, thus improving their total language competency. This narrative literature review aims to gather relevant literature discussing AI tools as supplementary support in aiding a learner's language acquisition. Relevant studies stated that there are a lot of chances to improve learning outcomes when AI tools are used in language acquisition. Teachers who want to give their students more resources and help should consider including these tools in their lessons. To preserve the interpersonal and cultural components of language learning, it is imperative to strike a balance between the application of AI and conventional teaching techniques. AI tools are always accessible, providing assistance to learners whenever needed. This is especially helpful for individuals with unpredictable schedules or restricted access to conventional language learning materials.

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

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

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

Objectives This article focuses on exploring the evolution of Palliative Care in Portugal. Ten years after the approval of its Basic Law, the aim was to investigate the quality of the path followed and the guidelines that could promote its development. Thus, this study sought to identify a) the goals of the current members of parliament concerning Palliative Care, b) the major priorities that should guide the development of Palliative Care in the coming decade, c) the facilitating or hindering factors to accelerating the process, and d) to propose consensually agreed measures for an integral development of Palliative Care within the health system. Methods Qualitative data analysis was performed from the reading of literature and interviews conducted via Zoom with several intentionally chosen participants, leading to the creation of a Focus Group. The NVivo® 10 was used for data processing and categorisation. Results Three key themes emerged concerning the current status of palliative care: the policymakers, the technicians, and the society. This first line of structuring is explained by a second set of categories, namely, a) knowledge about palliative care; b) Palliative care organisation from the policymakers’ perspective. In the technicians' domain: a) knowledge about palliative care, b) clinical training, and c) medical specialty. Finally, in society: a) knowledge about palliative care. Significance of the Results Advancing general education, increasing qualitative training for the different health professionals, reformulating laws supporting them, promoting flexibility of the implementation methodologies, and establishing medical specialty, are crucial to achieving the proposed goal.

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

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

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

Background: Some developing countries, such as China, population is aging rapidly, meanwhile, the average years of schooling for residents is constantly increasing. However, the question of whether adult children’s education has an effect on the longevity of older parents, remains inadequately studied. Methods: This paper uses China Health and Retirement Longitudinal Survey (CHARLS) data to estimate the causal impact of adult children's education on their parents' longevity. Identification is achieved by using the truncated regression model and using historical education data as instrument variables for adult children’s education. Results: For every unit increase in adult children’s education, the father’s and mother’s longevity increased by 0.89 years and 0.75 years, respectively. Mechanism analysis shows that adult children's education has a significant positive impact on parents' emotional support, financial support and self-reported health. Further evidence shows that for every unit increase in adult children’s education, the father-in-law’s and mother-in-law’s longevity increased by 0.40 years and 0.46 years, respectively. Conclusions: It is conclusion that improving the level of adult children’s education can increase parents’ and parents-in-law’s longevity. Adult children’s education might contribute to the longevity of older parents by three channels that providing emotional, economic support and affecting parents’ health.

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

Building sustainable campuses has become a priority for various higher education institutes (HEIs). Internalization is one of the important tasks in the progress. Therefore, attracting and maintaining international faculty has converted to action for various internationalized campuses. During the COVID-19 pandemic, it has impacted most of the citizens’ life, while the international faculty members’ life might be tight during this period. The purpose of this study is to explore the perspectives of international faculty members on their life in higher education institutes by using partial least square structural equation modeling (PLS-SEM). Using a self-compiled online survey, we invited 80 international faculty members of HEIs in Taiwan to investigate this issue. The survey covers career and professional status, teaching and research status, and demographics of the faculty. This study proposes a novel conceptual framework for addressing international faculty’s campus life, the design will examine the relationships among working conditions, views of institutions, views of government’s measures, and levels of satisfaction through PLS-SEM. The demographic profile of the participants revealed (a) most international faculty are employed full-time as lecturers or assistant professors in most public universities; (b) most international faculty members earned their first degree outside of Taiwan; however, 66% of them earned their post-doctoral degrees in Taiwan. The results of PLS-SEM suggest that the international faculty perspective of government is more directly related to their current work satisfaction and overall satisfaction. The designed model has shown work well to assess this issue. This can be extended to other higher education settings to tackle similar issues.

Many assumptions exist about online learning and its impact on college students. Hitherto, the views of those meant to be the beneficiaries of this technology have been given little consideration despite the fact that students use cyberspace for academic work and beyond. This qualitative case-study report is based on research conducted by college students at a private university in the Eastern Province of Saudi Arabia. The aim was to examine the online learning experiences of their peers during the first wave of the coronavirus global pandemic, with a view to understand how prepared their university is for an academic genre located in cyberspace. The findings are based on the perspectives of 2,298 college students responding to a survey administered to the entire student population comprising around 9,000 individuals. They suggest that increasing opportunities for cyberlearning could have positive effects on students. Also provided is cautionary advice about the need to improve teaching pedagogies and combat academic dishonesty.

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

This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO2 Climate Change Education Programme. Young people aged 13-15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell’s 2019 Bicycle Model of Climate Change Education to create a new ‘Holistic Engagement Model for Climate Change Education and Action’ (HEMCCEA), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental level. The HEMCCEA provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.

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

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

Study nature of epidemiological risk factors and patterns of distribution of mortality from Alzheimer's (D_A) in 160 countries. An exponential Malthus model was used to construct adequate approximations of statistical data. Proportionality of average lifetime after 55 years (Δt) to education index (Ψ) was established. Ranking of countries by increasing value of ΨΔt showed that D_A depends exponentially on ΨΔt and all countries can be divided into three groups in accordance with level of their economic development. In series of countries of low, medium and highly developed, their average values of D_A increase exponentially. Growth of D_A in developed countries in post-industrial epoch was explained by emergence of a new risk factor Alzheimer's of a mental nature. A mismatch of complexity or, on contrary, primitiveness of profession with level of mental development of worker, provokes development of chronic stress in him, fraught with pathologies of cognitive function metabolism in elderly. The geography of Alzheimer's disease was explained by the dependence of the human mentality on latitudinal climate change and on the chiral factor of a solar nature acting at night on a sleeping person.

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

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

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

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

Objective To assess the quality and readability of online information on holmium laser enucleation of the prostate in management of benign prostate hyperplasia using the most used search engine worldwide, google. Methods The google search term “Holmium laser surgery” and “enlarged prostate” was used and the initial 150 webpages were reviewed. Webpages that were paywall, scientific literature, and/or promoted advertisements were excluded. Quality assessment tools - DISCERN, QUEST, and JAMA criteria were used, while readability tools like FKG, GFI, SMOG, and FRE score were used. Two authors independently reviewed the included sites for further analysis; for any discrepancy, a third author would be involved. Results 107 webpages were included in the data analysis. The median DISCERN score was 42 out of 80 (IQR 35-49). The median JAMA score was 0 out of 4 (IQR 0-1). The median QUEST score was 9 out of 28 (IQR 9-12). Using the non-parametric ANOVA and post-hoc test, significant differences were identified between rankings of webpages. Sponsorship had no influence on quality of webpages. Overall readability level required a minimum reading level of grade 11. Linear regression analysis showed a higher rank webpage is a positive predictor for all three quality assessment tools. Conclusion The overall quality of online information regarding HoLEP is poor. We identify that top ranked google searches have a higher DISCERN score and is a positive predictor for DISCERN/QUEST/JAMA. Quality online information can be used to benefit patients but should be used in conjunction with consultation from a medical professional.

Keywords: early childhood; education; quality; measurement; monitoring; majority world; Item Response Theory; psychometrics

A new teaching method under the name of STEM, integrating the disciplines of Science, Technology, Engineering, and Mathematics, is now taught by teachers in their classes. Considering that the generation that grows up in the 21st-century has grown up with technology, it is thought that integrating technology into lessons helps students learn the subject. The study aims to develop five STEM activities for the human body systems lesson by integrating the coding-based Arduino into STEM education. The activities were implemented to 6th-grade students for seven weeks and the effects on students' skills of establishing a cause-effect relationship. The study method was pre-test-post-test quasi-experimental design, and the cause-effect relationship scale was used as a data collection tool. As a result of the study, a significant difference was found between the Arduino-supported STEM activities developed and the students' skills of establishing a cause-effect relationship.

(1) Background: Factors reported in literature associated with inappropriate prescribing of antimicrobials, such as physicians with less experience, uncertain diagnosis, and patient caregiver influences on physicians' decisions. Monitoring antimicrobial resistance is critical for identifying emerging resistance patterns, developing, and assessing the effectiveness of mitigation strategies. Improvement in prescribing `antimicrobials would minimize the risk of resistance and, consequently, improve patients' clinical and health outcomes. The purpose of the study is to delineate factors associated with antimicrobial resistance, describe the factors influencing prescriber’s choice during prescribing of antimicrobial, and examine factors related to consequences of inappropriate prescribing of antimicrobial. (2) Methods: Cross-sectional study conducted among healthcare providers (190) in six tertiary hospitals in the Eastern province of Saudi Arabia. The research panel has developed validated and piloted survey specific with closed-ended questions. A value of P &lt;0.05 was considered for statistical significance. All data analysis was performed using Statistical Package for Social Sciences (IBM SPSS version 23.0). (3) Results: 72.7% of the respondents have agreed that poor skills and knowledge are key factors that contribute to the inappropriate prescribing of antimicrobials. All the respondents acknowledged effectiveness and previous experience with the antimicrobial, and reading scientific materials (such as books, articles, and the internet) were key factors influencing physicians’ choice during antimicrobial prescribing. (4) Conclusion: The current study has identified comprehensive education and training needs for healthcare providers about antimicrobial resistance. Using antimicrobials unnecessarily, insufficient duration of antimicrobial use, and using broad spectrum antimicrobials, were reported to be common practices. Further, poor skills and knowledge were a key factor that contributed to the inappropriate use and overuse of antimicrobials and using antimicrobials without physician prescription (self-medication) were the key factors which contribute to AMR from participants’ perspectives. Furthermore, internal policy and guidelines are needed to ensure that the antimicrobials are prescribed in accordance with standard protocols and clinical guidelines.

The COVID-19 pandemic has forced Indian engineering institutions (EIs) to bring their previous half-shut shades completely down. Fetching new admissions to EI campuses during the pandemic has become a ‘now or never’ situation for EIs. During crisis situations, institutions have struggled to return to the normal track. The pandemic has drastically changed students’ behavior and family preferences due to mental stress and the emotional life attached to it. Consequently, it becomes a prerequisite, and emergencies need to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic. The purpose of this study is to critically examine institutional influence and pandemic influence due to COVID-19 that affects students’ choice about an engineering institution (EI) and consequently to explore relationships between institutional and pandemic influence. The findings of this quantitative research, conducted through a self-reported survey, have revealed that institutional and pandemic influence have governed EI choice under the COVID-19 pandemic. Second, pandemic influence is positively affected by institutional influence. The study demonstrated that EIs will have to reposition themselves to normalize pandemic influence by tuning institutional characteristics that regulate situational influence and new enrollments. It can be yardstick for policy makers to attract new enrollments under pandemic situations.

Individuals are pupils of society, and students represent individuals within the societal context. It is the noble aspiration of every educator to cultivate students with well-rounded personalities for the benefit of society. School curricula are instrumental in shaping the children who will, in turn, shape the future of society, and it is posited that students with well-rounded personalities are invariably those who embody love. The challenge lies in how to enable children to possess, retain, extend, refine, and be filled with love—a task necessitating the collaborative and synergetic efforts of both the educational and social systems to achieve a societal milestone. Pedagogy of love focuses on nurturing the capacity for love within students, who, through self-awareness of their indoctrination in love, transform techniques of self-love into capabilities of love for others. This process continuously generates the energy of love within social relations, thereby fostering social production, improving the relations of production, and enhancing the creative capacities, vitality, and welfare of a socialist society's wealth and capital accumulation.

This overview study set out to compare and synthesise the findings of review studies conducted on predicting student academic performance (SAP) in higher education using educational data mining (EDM) methods, EDM algorithms and EDM tools from 2013 to June 2020. It conducted multiple searches for suitable and relevant peer-reviewed articles on two online search engines, on nine online databases, and on two online academic social networks. It, then, selected 26 eligible articles from 2,050 articles. Some of the findings of this overview study are worth mentioning. First, only 2 studies explicitly stated their precise sample sizes with maths and science as the two most mentioned subject areas. Second, 16 review studies had purposes related to either EDM techniques, EDM methods, EDM models, or EDM algorithms employed to predict SAP and student success in the higher education sector. Third, there are six commonly used typologies of input variables reported by 26 review studies, of which student demographics was the most commonly utilised variable for predicting SAP. Fourth and last, seven common EDM algorithms employed for predicting SAP were identified, of which Decision Tree emerged both as the most used algorithm and as the algorithm with the highest prediction accuracy rate for predicting SAP.

In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative tasks was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (web-based) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.

COVID-19 pandemic has affected the public educational sectors in terms of adjustment in educational modalities of instructional delivery, school operations, and policies. With this emerging paradigm shift, teachers' crisis self-efficacy and work commitment are relevant for research. This study's main objective was to determine the significant influence of crisis self-efficacy on the work commitment of public school teachers in Region XI (Davao Region), Philippines, during the COVID-19 pandemic. The sample consisted of 1,340 public school teachers across the Davao Region. The researchers collected the data through adapted questionnaires contextualized to the local setting and administered through online Google forms with appended consent. Mean, standard deviation, Pearson r, and regression analysis were used to analyze data. Results revealed that crisis self-efficacy significantly influences the work commitment of public school teachers during the COVID-19 pandemic. Uncertainty management during this crisis, in particular, best predicts teachers’ work commitment. Data also showed a high level of crisis self-efficacy in terms of action, preventive, achievement and uncertainty management, and high level of teachers’ work commitment in terms of commitment to school, commitment to students, commitment to teaching, and commitment to profession. Correlation results also showed a link between crisis self-efficacy and the work commitment of teachers amid pandemic. Finally, the study concluded with practical recommendations and directions for future research.

Road Safety Education (RSE) is widely known as a reliable determinant of future results for what concerns health and welfare, and as an undisputable factor which contributes to the social behavior of individuals and to their mid and long-term road safety outcomes. However, its development has been relatively scarce in most countries, fact which has contributed to letting matters as delicate as traffic crashes produced by road misbehaviors continue to be a prevalent problem, thus affecting the health of the community. Objective: The aim of this study was to describe the relationship between demographic and RSE-related variables and the self-reported road risky behavior of Spanish students. Methods: For this cross-sectional study, a representative sample of 4,062 (51.5 males and 48.5% females) participants attending primary (47.5%), secondary (40.7%) and high school (11.7%) was gathered through a national survey on RSE and road behaviors. Results: A set of significant associations between demographic factors, RSE variables and self-reported road behaviors was found. Furthermore, the SEM modelling allowed us to establish that age, observed misbehaviors, attitudes towards road safety and risk perception keep a direct link with the road risky behavior of children and young people. The knowledge of traffic rules was not a significant predictor of road behavior. Conclusions: The results of this study show that, together with demographic factors such as age, RSE-related variables have an effect on the road behavior of children and young people. They also suggest the need of strengthening actions to be implemented in road safety (Road Safety Education), into scholar and community levels.

Conducting quantitative research involving adolescents demands a thoughtful approach to the question of supervision, given that each option comes with its distinct set of implications. This study reviews these implications and empirically tests whether differences in data quality can be found among three modes of standardized survey research with medium sized groups of adolescents (12-17 years). Data basis is a quasi-experimental survey study testing different forms of digital, hybrid or in-person supervision, that took place in 2021 in secondary schools in Germany (N=923). Aim of this study is testing how aspects of data quality – item-nonresponse, interview duration, drop-out-rate and response patterns – differ between these forms of supervision. Results could help researchers surveying young people to decide (1) whether they allow confidants or other adults to be present during interviews, (2) if they can rely on teachers alone when surveying classrooms and (3) if it is cost-efficient to send out external supervisors for classroom sessions. While dropout-rates do not differ, item non-response, interview duration, and response patterns differ significantly, students supervised at home by external interviewers answered more questions, took more time to answer and are less likely to give potentially meaningless answers in grid questions. The implications drawn from the findings question the common approach to solely rely on teachers for survey administration without the support of external supervisors or adequate training. Recruiting respondents via schools and surveying them online in their homes during school hours shows to be a robust method with regard to the analyzed indicators.

Nowadays, fostered by technological progress and contextual circumstances such as economic crisis and pandemic restrictions, remote education is living a growing deployment. However, this growth generated widespread doubts about the actual effectiveness of remote/online compared to face-to-face education. The present study aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, during a real classroom, experiencing both the modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students’ neurophysiological signals to obtain insights about their cognitive dimension. In particular, four parameters were considered, the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. Also, the students filled a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed a higher cognitive activity, in terms of attention and mental engagement, in presence with respect to remote modality. On the other hand, students by remote felt more stressed, in particular during the first part of the lesson. Analysis of questionnaires demonstrated worst performance by remote, thus suggesting a common “disengaging” behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights about mental concerns, often «blind», such as attentional decreasing and stress increasing, as well as their dynamics during the lesson itself, so allowing to define proper countermeasures to emerging issues when introducing new practices into daily life.

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

Numerous studies have shown the multiple benefits of plant biodiversity and the crucial role of resident’s awareness in conservation and land management. Plant biodiversity is investigated in an analytical monitoring report conducted jointly with local population engaged in livestock activities and the young residents who are shifting toward hospitality and tourism. The study area, covering over 800 km2 in Sardinia, is half forested and has landscape interest. During the research, genotypes of Quercus ilex L. with sweet acorns and richer in polyphenols were discovered, the oldest ecosystem services in those rural communities. Collaborative monitoring focused attention on the benefits of plants in different habitats: 53% of these have been known to livestock farmers as food for local breeds of goats and pigs; 15% are officinal and 13% endemic. They have also been used in human nutrition within the Mediterranean diet, and they have landscape and garden interest. The study analyzes numerical data from a critical and educational perspective. These data serve as indicators of ecosystem health for the purpose of sustainable management policies, and attest to collaborative monitoring as a tool for analyzing human activities and the necessary balance between profit and biodiversity conservation, given the current challenging climate change conditions.

While nursing is an ethical profession, unethical behavior among nurses is increasing worldwide. This study examined the effects of an ethics seminar on nurses' moral sensitivity and ethical behavior. A total of 37 nurses (17 experimental, 20 control) were recruited. The ethics seminar was held over a 6-month period from May to October, 2018, and comprised six sessions held once a month for two hours. Moral sensitivity and unethical behavior were measured at the start and end of the seminar. Moral sensitivity and unethical behavior showed a negative correlation (r= -.455, p&lt;0.01). After the ethics seminar, the experimental group's moral sensitivity was significantly increased (t = -1.039, p = 0.314). The mean scores of unethical behavior at pre and post-test in the experimental group were 12.59 and 9.47, respectively. This was a statistically significant difference (t = 3.118, p = 0.004). There was no statistically significant difference in the mean score in both moral sensitivity and unethical behavior in the control group. We conclude that ethics seminars can enhance moral sensitivity and reduce the risk of unethical behavior among nurses. Regular ethics seminars and training must be provided to nurses as a matter of policy.

This study evaluated the impact of didactic videos and service user testimonial videos on mental illness stigma among medical students. Two randomized controlled trials were conducted in Nepal. Study 1 examined stigma reduction for depression. Study 2 examined depression and psychosis. Participants were Nepali medical students (Study 1:n=94, Study 2:¬n=213) randomized to three conditions: a didactic video based on the mental health Gap Action Programme (mhGAP), a service user video about living with mental illness, or a control condition with no videos. In Study 1, videos only addressed depression. In Study 2, videos addressed depression and psychosis. In Study 1, both didactic and service user videos reduced stigma compared to the control (F2,91=6.37, p=0.003). In Study 2 (depression and psychosis), there were no differences among the three arms (F2,210=2.07, p=0.13). When comparing Study 1 and 2, there was greater stigma reduction in the service user video arm with only depression versus service user videos with depression and psychosis (t(31)=-3.04, p=0.005). In summary, didactic and service user videos were associated with decreased stigma when content addressed only depression. However, no stigma reduction was seen when including depression and psychosis. This calls for different strategies based on types of mental illnesses. ClinicalTrials.gov identifier: NCT03231761

This study reports results of focus groups with school nurses and teachers from elementary, middle, and high schools to explore their perceptions of child and adolescent oral health. Participants included 14 school nurses and 15 teachers (83% Female; 31% Hispanic, 21% White, 21% Asian, 14% African American, and 13% Others). Respondents were recruited from Los Angeles County schools and scheduled by school level for six one-hour focus groups, using Zoom. Audio recordings were transcribed, reviewed, and saved with anonymization of speaker identities. NVivo software was used to facilitate content analysis and identify key themes. The nurses’ rate of “Oral Health Education” comments statistically exceeded that of teachers, while teachers had higher rates for “Parental Involvement” and “Mutual Perception” “Need for Care” was perceived to be more prevalent in immigrants to the United States based on student behaviors and complaints. “Access to Care” was seen as primarily the nurse’s role. Strong relationships between community clinics and schools were viewed by some as integral to students achieving good oral health. The results suggest dimensions and questions important to item development for oral health surveys of children and parents to address screening, management, program assessment, and policy planning.

With the advancement in AR technology, more education-based applications are being developed using Augmented Reality, which has revolutionized the learning experience. However, in order to determine the application’s impact on student’s motivation, performance and their communication with the lecturer, various studies are conducted. These studies use one of the three research methodologies for data analysis and evaluation. In this systematic review, we have analyzed various research methodologies for system evaluation of the AR learning applications and recorded the student response toward the system. Also, we checked which methodology is preferred by researchers and why. A total number of 25 studies were analyzed which were published during the year of 2015 and 2019. The results indicate that most popular research technique is mixed methodology as it combines both qualitative and quantitative techniques. The purpose of this review is to offer new insights to researchers and provide them with advice about evaluation of AR applications and which tool or technique is more effective.

This paper aims to argue the fundamental significance of education in addressing notable gaps in the constitutive, performance, and evaluation criteria for corporate social responsibility (CSR) and endeavours to showcase the complementarity between education, human security, sustainable human development, and the pursuit of CSR as an ideal normative paradigm. An abstractive approach to studying CSR engages with corporate philanthropy, which has not been helpful outside traditional CSR paradigms without looking at key dynamics that can robustly underpin successful CSR. It relies on the systematic analysis of written data sources to theoretically explore the central significance, and complementarity between human security, education, and human dignity and how they can orchestrate a holistic CSR paradigm. In 1994, the UNDP in formulating the human security doctrine recognised the syncretic correlation between human security, education, and sustainable human development as fundamental elements that should underpin CSR. This paper contends that these are necessary intrinsic components of human dignity as the central factor that justifies a multi-dimensional and proactive approach to CSR. Despite the criticisms against human security, this paper identifies it as an important concept that could instrumentally orchestrate a model of CSR that uniformly mainstreams sustainable human development and human dignity that leverages education which has routinely and traditionally been seen as a constitutive component of CSR. It reveals how a holistic path to CSR can reinvigorate the central pillars of human security and human dignity using education as a springboard and makes a compelling case for supporting explicit references to education in company law with appropriate human security informed constitutive, performance, and evaluation criteria which are absent in existing legally orchestrated CSR.

The term dehumanisation refers to the ways in which a person is perceived to be less than human or treated as if they are less than human. It involves treating a person as if they are a child or infant, like an animal or non-living object, or as if they are dead, or any other way in which someone fails to be treated like a human being with an adult identity. Dehumanisation is widespread in dementia care; it is a major obstacle to person-centred care and has poor outcomes for people with dementia. This article proposes a new model of dehumanisation. The New Model presents a new way of describing dehumanisation that has been synthesised from current understanding about the phenomenon and reflects what is presently known about the subject. The model aims to summarise existing theories and models of dehumanisation and make dehumanisation theory accessible to students and trainees in healthcare. This article describes the new model, discusses existing models and theories in the literature, and explores the potential role of the new model in solutions for reducing dehumanisation in dementia care.

During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching-learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6-8 participants (N=16, the male: female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among the dental students. With the help of the trigger questions, the facilitator and moderators conducted both the FGDs. By analysing the Focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30-45 minutes and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching-learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject like dentistry requires a special training program, online content preparation, and interactive lesson delivery setup which are big challenges for a re-source-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.

Open Educational Resources (OER), educational materials permit unrestricted use and adaption, have proven beneficial for cost savings and curriculum flexibility. However, OER are not frequently used in college courses. An OER initiative was designed to understand the factors contribute to increasing access to STEM course materials. This study employed a survey to investigate faculty awareness and usage of OER and explore support needed to increase the use of OER in STEM. Results indicated that one-sixth of the respondents were unaware of OER, and 53% had never used OER. The motivating factors for OER usage included cost-free licenses, day-one availability to students, and increased access. The support strategies for new OER creation included OER workshops, grants, and recognition for OER authoring. In conclusion, the current study fills a gap in the existing literature by documenting motivating factors for faculty to integrate OER into STEM for the first time.

The study analyzes how graduate students in economics, administration and accounting perceive their managerial skills for employability. It focuses on the importance of developing transferable skills that meet current and future job demands. To measure the perception of skills, a structured and duly validated questionnaire (Employability Skills 2000+) was used, answered by 225 graduate students in Economics, Administrative and Accounting Sciences in Tegucigalpa, Honduras. The data obtained from the application were analyzed using the Confirmatory Factor Analysis (CFA) method with the FACTOR software. The CFA generated an adaptation of the original scale with 21 variables. The resulting scale determined three predominant factors: Personal Management Skills, Fundamental Skills and Teamwork Skills, which presented good consistency and validity, allowing us to conclude regarding employability skills in the context studied. The findings show the existence of a correlation between fundamental skills and variables such as work experience, employment status and gender, as well as a high correlation between teamwork skills and work experience and employability conditions.

In this work we offer a broad overview of the combination of digital communication, education and society and show the link between learning with digital and awakening to the future. We trace the effects of digital communication acquired during postgraduate training at the Universidade Aberta of Portugal by professionals from African Portuguese-speaking countries. From a methodological point of view, the study identifies former postgraduate students at the Universidade Aberta (Public University of Higher Education) over the last five years who were given a comprehensive questionnaire aimed at finding out how the training they underwent contributed to gauging their current levels of application of digital communication in their current profession. We found that digital communication in learning and its diversification acts as a lever for personal and professional development following the acquisition of academic knowledge.

The rapid expansion of social media and instant messaging applications, such as WhatsApp, has transformed how individuals and organizations communicate and engage. This think piece explores the potential of integrating WhatsApp as a customer relationship management (w-CRM) tool within the education sector to foster and sustain long-term relationships among students, teaching staff, and non-teaching staff. By leveraging real-time features and the widespread use of WhatsApp, educational institutions can create a more interactive and dynamic learning environment, benefiting all stakeholders involved. The literature highlights the importance of establishing clear frameworks for mutual engagement and interaction and the potential of w-CRM to improve communication between students' families and educational institutions. There are potential risks associated with the pervasive use of WhatsApp, and call for future research to explore strategies for mitigating these risks while maximizing the benefits of w-CRM in the education sector. Longitudinal studies are recommended to evaluate the long-term impact of w-CRM on stakeholder relationships, student outcomes, and overall institutional performance.

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

Stories considered to be the most popular form of lore, which can facilitate the moral and ethical deliberation of sustainability to our children. It is evident that children response better with stories than any other form of communication. Once the stories end, the les-sons remain. The values tangled with the lesson transmits ahead as they grow. Stories has always become instrumental and the most conventional way of teaching values by using illustrations from our lives. The major aim of this paper is to explore the values that ex-pressed in Bengali child-lore through stories and tales; and develop a framework by using ‘scaffolding & mapping’ approach. This framework will attempt to analyse two com-monly recognized stories; scaffolding them with the generally acknowledged principles of sustainability management; and mapping with the major aspects of sustainability (social, economic and environmental) to investigate how stories can influence children on build-ing pro-sustainability attitude. This approach has been chosen, as recent research already points out the issues in implementing sustainability in education, but no one has yet found the way forward. The hypothesis that this theoretical article builds on is that an in-terdisciplinary approach and different pedagogical tools could help in building the bridge towards implementing sustainability in education as well as in society. This paper is part of the series of papers that are investigating how folk values into pri-mary education can support reviving the degrading sustainability in Bangladesh as well as help building pro-sustainability attitude for the future generation.

Several studies confirmed the importance of career education interventions since childhood. This study aimed at testing a career education intervention designed for middle school students, conducted, after a specific training on Social Cognitive Career Theory, by students’ teachers. The career conceptions were assessed in both experimental and control groups through the Conceptions of Career Choice and Attainment protocol before and after career education intervention. Result showed that. starting from the same level and increased their conceptions after the intervention. Experimental group increase, in a statistically significant way, more than the control group.

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

The fast pace development of the Internet and the Coronavirus Disease (COVID-19) pandemic have impacted considerably on the educative sector; encouraging the constant transformation of the teaching-learning strategies and more in technological areas as Educational Software Engineering. Web programming, a fundamental topic in Software Engineering and Cloud-based applications, deals with various critical challenges in education, such as learning continuous emerging technological tools, plagiarism detection, generating innovative learning environments, among others. Continual change and more with the current digitization becomes a challenge for teachers and students who cannot depend on traditional educational methods. The article presents a sustainable teaching-learning methodology for web programming courses in Engineering Education using a project-based integrated approach adaptable to the continuous web technological advances. The methodology has been developed and improved for 9 years, 15 groups, and 3 different universities. Our results demonstrate that the methodology is 100% adaptable with new technologies that might arise; it also presents the advantages of avoiding plagiarism in the best case and a personalized induction for every specific student in the learning process.

Identifying the determinants of human behavior is useful to adjust interventions and lead the civil society towards a stronger commitment with climate change mitigation and adaptation objectives, achieving greater support for successfully implementing environmental policies. Existing research has largely focused on case studies of pro-environmental behaviors (PEBs) in developed economies but there is yet very little evidence for developing countries. This study provides estimations of the effect of internal factors, such as sociodemographic variables, and four psychological dimensions (climate change knowledge, environmental attitudes, self-efficacy, trust in sources of environmental information) on PEBs. Data was obtained through a survey applied with future decision makers - university students - from Colombia (n = 4769) and Nicaragua (n = 2354). Indices were generated for PEBs and the psychological dimensions using z-scores and Principal Component Analysis. Partial correlations were evaluated through the Ordinary Least Squares method. Our results suggest that, in order to reach the planned emission reduction targets, policy approaches should more strongly focus on educating and motivating citizens and prepare them for contributing to the environmental cause, as well as provide individual solutions to combat climate change, rather than providing only information on its causes and consequences.

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

The objective of this paper is to analyze students’ assessments of the attainment of skills acquired by university graduates enrolled in a Training Programme (TP) to develop entrepreneurial skills and transversal employability competencies. Both of which are vital for the success of today's societies and play an important role in the sustainable development agenda. The TP was a twelve-week programme with six modules combining entrepreneurship training and traditional teaching methods. There were nine editions and 148 students worked in teams preparing business plans to present to consultants and potential investors. The Focal Group method was used to identify competencies and a survey was designed to identify the level to which skills were attained. The results suggest that the students attained both types of skills, acquiring a higher level of proficiency in entrepreneurial skills and those transversal competencies most connected to entrepreneurship. Additionally, different levels of attainment of entrepreneurial skills were found in different groups. We provide new evidence that TPs, as compulsory subjects in the core curriculum of degree programmes, will help accomplish both objectives: the acquisition of entrepreneurial skills and generic university educational competencies. The overall outcome of this research highlights the value added by the TPs.

This work mainly discusses an innovative teaching platform on Unmanned Aerial Vehicle digital mapping for Remote Sensing (RS) education at Wuhan University, underlining the fast development of RS technology. Firstly, we introduce and discuss the future development of the Virtual Simulation Experiment Teaching Platform for Unmanned Aerial Vehicle (VSETP-UAV). It includes specific topics such as the Systems and function Design, teaching and learning strategies, and experimental methods. This study shows that VSETP-UAV expands the usual content and training methods related to RS education, and creates a good synergy between teaching and research. The results also show that the VSETP-UAV platform is of high teaching quality producing excellent engineers, with high international standards and innovative skills in the RS field. In particular, it develops students' practical skills with technical manipulations of dedicated hardware and software equipment (e.g., UAV) in order to assimilate quickly this particular topic. Therefore, students report that this platform is more accessible from an educational point-of-view than theoretical programs, with a quick way of learning basic concepts of RS. Finally, the proposed VSETP-UAV platform achieves a high social influence, expanding the practical content and training methods of UAV based experiments, and providing a platform for producing high-quality national talents with internationally recognized topics related to emerging engineering education.

The digital format opens up new possibilities for interaction with monographic publications. In particular, annotation tools make it possible to broaden the discussion on the content of a book, to suggest new ideas, to report errors or inaccuracies, and to conduct open peer reviews. However, this requires the support of the users who might not yet be familiar with the annotation of digital documents. This paper will give concrete examples and recommendations for exploiting the potential of annotation in academic research and teaching. After presenting the annotation tool of Hypothesis, the article focuses on its use in the context of HIRMEOS (High Integration of Research Monographs in the European Open Science Infrastructure), a project aimed to improve the Open Access digital monograph. The general line and the aims of a post-peer review experiment with the annotation tool, as well as its usage in didactic activities concerning monographic publications are presented and proposed as potential best practices for similar annotation activities.

As reflected in the sustainable development goals (SDG), sustainable development is a multi-dimensional concept integrating political, ethical, economic and other factors. Reports from the UN decade of Education for Sustainable Development (UNDESD) suggest that universities are more engaged with sustainable development in higher education (HESD). Despite promising signals about student awareness of sustainable development, survey studies suggest student engagement and knowledge is limited in addressing social and economic factors. This study evaluated how UK students enrolled in postgraduate taught sustainability degrees responded to the multi-dimensional issues of sustainable development. Consolidating work by Baker on the multi-dimensional ladder of sustainable development, this study piloted a 39 question 7-point Likert scale survey with a cohort of UK taught postgraduate (MSc, MPhil) students (n=121, Cronbach Alpha 0.796, n=39 Questions). Subsequent removal of questions duplicating content and replacement of missing values produced better results (0.810 Cronbach Alpha, n=30 Questions). The study found this cohort able to recognize and respond to the multiple challenges of strong and weak sustainable development issues. Results also suggest that future studies could limit the number of questions Results and qualitative comments from the survey suggest, however, students resist the idea of strong interventions in social, political and economic life.

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

Students who had been actively engaged in mediated collaborative activities, were asked for their perceptions about the sustainable peer feedback they had received and provided. Their views were then analyzed and categorized in terms of receiver and provider feedback, cognitive feedback and previously acquired feedback to further knowledge about sustainable education processes. A peer supported feedback questionnaire was created and validated, and its categories were correlated. The questionnaire was then aligned with the activities used to foster peer feedback between the pre-service students from the three bachelor’s degrees. The perceptions the students had of the feedback processes were analyzed using defined peer support feedback categories and the results showed a correlation between cognitive feedback and both provider and receiver self-efficacy feedback. In addition, there was a further correlation between both provider and receiver self-efficacy feedback as well as provider and receiver involvement and feedback structure. However, the results also revealed that neither receiver nor provider autonomy support were significant categories for supportive feedback.

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

contaminated sites located in each school district. Previous studies showed that various environmental factors, such as exposure to toxic substances negatively impacts human health depending on their concentration and occurrence. Therefore, the study aims to use Geographical Information System (GIS) technology and secondary data on IEP numbers of each school district, chemical occurrence in contaminated sites, and demographic data to conduct a correlational analysis. The secondary data obtained from school districts and contaminated sites from Iowa Department of Natural Resources Facility Explorer were populated in ArcMap 10.5 (a GIS software) for generating maps and data to conduct statistical analysis. The contaminants were categorized into metals, polyaromatic hydrocarbons (PAH), and solvents with weighing factors as 1, 0.5, and 0.25. A total of 1 Superfund site and 39 CERCLA sites were identified as contaminated sites for this study. The majority of contaminants were heavy metals such as lead, arsenic, mercury, and cadmium. The mean toxic score of all contaminated sites combined was 13.4 (sd 14.4). The correlational analysis between the IEP numbers from each school districts and toxic scores from the contaminated sites was positive indicting that increased toxic score increased the number of students enrolled in the IEP program (F=23.7, p<0.0001). The correlational analysis between toxic score and demographics indicated some interesting results. Children under the age of 10 were living in areas with high toxic score and the showed mild correlation (p<0.00052). Similarly, higher number of black population resided in areas with high toxic score (p=0.0032) than the white population (p<0.0001). The result also indicated that children enrolled in IEP were predominantly among the black population (p<0.0001). The correlational analysis between household income and poverty percentage of people residing near the contaminated area indicated that people had low average household income (p=0.0002) and high poverty percentage (p=0.0203) residing in areas with higher toxic score. Regarding the educational status, less number of people with post graduate degree (p<0.0001) resided in areas with high toxic score and more number of people with no degree (p<0.0001) resided in areas with high toxic score. Finally, the study showed the increasing trend of eligible children enrolling in free and reduced lunch programs with increasing toxic scores (p=0.0012) and IEP levels (p=0.0416). This study emphasize on developing multiple exposure to correlate environmental factors contributing to the negative health outcome on people.

Visualization has always been a crucial part of the educational process. Implementing computer algorithms and virtual reality tools into it is vital for the new generation engineers, scientists and researchers. In the field of chemistry education, various software that allow dynamic molecular building and viewing are currently available. These software are now used to enhance the learning process and ensure better understanding of the chemical processes from the visual perspective. The present short communication provides a summary of these applications based on the NarupaXR program, which is a great educational tool that combines the functionality and simple design necessary for an educational tool. NarupaXR is used with a companion application “Narupa Builder'' which requires a different file format, therefore a converter that allows a simple transition between the two extensions has been developed. The converter sufficiently increases the efficiency of the educational process. The automatic converter is freely available on GitLab (https://gitlab.com/teamSCAMT/converter_mol2_to_xml). The current communication provides detailed written instructions that can simplify the installation process of the converter and facilitate the use of both the software and the hardware of the VR set.

This paper investigates the application of blended learning in undergraduate translation classes to enhance the effective incorporation of technology in teaching. Blended learning is the combination of face-to-face instruction with online learning, which provides students with a flexible and diverse learning environment for developing technological proficiency. Using a case study methodology, this research examines the translation undergraduate program at the University of Jeddah, which implemented blended learning as its primary instructional framework starting in 2021. The study aims to explore the advantages and challenges associated with the adoption of blended learning in translation classes while offering practical suggestions that could help in its implementation. The findings show several advantages of integrating blended learning into undergraduate translation classes. Firstly, the students could benefit from a flexible learning environment that accommodates their individual learning preferences and schedules. Secondly, It also helps to promote active engagement and interaction which nurture collaborative learning opportunities among students. Thirdly and lastly, blended learning provides a platform for students to develop their technological skills, which become crucial in today's digital age. Despite this, the study also points out significant challenges that need to be addressed. These important challenges include the required planning and preparation involved in creating effective online components, ensuring equitable access to technology and the internet, and adapting teaching and learning approaches to optimise the blended learning experience.To sum up, this paper contributes to the understanding of blended learning in the context of undergraduate translation classes.

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

Very well into the dawn of the fourth industrial revolution (industry 4.0), we hardly distinguish between what is artificial and what is natural (e.g. man-made virus and natural virus). Thus, the level of discombobulation among people, companies or countries is indeed unprecedented. The fact that industry 4.0 is explosively disrupting or retrofitting each and every industrial sector, makes industry 4.0 the famous buzzword amongst researchers today. However, the insight of industry 4.0 disruption in the industrial sectors remains ill-defined in both academic and non-academic literature. The present study aimed at identifying industry 4.0 neologisms, understanding the industry 4.0 disruption and illustrating the disruptive technologies convergence in the major industrial sectors. A total of 99 neologisms of industry 4.0 were identified. Industry 4.0 disruption in Education industry (Education 4.0), Energy industry (Energy 4.0), Agriculture industry (Agriculture 4.0), Healthcare industry (Healthcare 4.0), and Logistics industry (Logistics 4.0) are described. The convergence of 12 disruptive technologies including 3D printing, Artificial intelligence, Augmented reality, Big Data, Blockchain, Cloud computing, Drones, Internet of things, Nanotechnology, Robotics, Simulation and Synthetic biology in agriculture, healthcare and logistics industries are illustrated.

Ecological footprint calculators are digital tools that help individuals calculate their environmental or climate impact, with the aim of stimulating pro-environmental behaviour change. These footprint calculators typically take an information-provision approach, but this strategy assumes that increased levels of knowledge result in increased levels of pro-environmental behaviour (i.e., a reduced footprint). This is not a given – existing literature on the relationship between environmental knowledge and pro-environmental behaviour is inconclusive, and this relationship may be different from that of environmental knowledge and ecological footprint. As such, we investigated the relationship between environmental knowledge and ecological footprint as estimated by a footprint calculator. 448 Dutch participants completed an online survey, including an ecological footprint calculator. We found no evidence for a relationship between environmental knowledge and ecological footprint calculator outcome. Rather, an exploratory analysis of our data showed that environmental values were more important predictors of ecological footprint. The finding that increased levels of knowledge are not related to a reduced ecological footprint suggests that calculators would do well to move beyond information provision, and employ additional behaviour change strategies. Based on our exploratory analysis, we provide several concrete examples of potential strategies.

This research paper aimed to explore the impact of childhood and adolescent experiences on the leadership development of Emirati women in the United Arab Emirates (UAE). Using a qualitative research methodology, the study utilized in-depth narrative semi-structured interviews, document analysis, and diary writing to understand the complex issue of leadership development. Findings indicate that childhood and adolescent experiences, including family upbringing, education, culture, and societal expectations, have significant impacts on the leadership development of Emirati women. Specifically, family upbringing and cultural values shape Emirati women's leadership aspirations and behaviors, while education and societal expectations provide opportunities and barriers for women's leadership development. The implications of these findings for policymakers and practitioners seeking to promote women's leadership development in the UAE are discussed.

Education and awareness raising are the primary tools of global health policy to change public behaviour. Considering the limitations of awareness agenda and the lack of social research to inform alternative approaches, our objective was to generate new empirical evidence on the consequences of antibiotic-related awareness raising in a low-income country context. We implemented an educational activity in two Lao villages to share general antibiotic-related messages, but also to learn about people’s conceptions and health behaviours. Two rounds of census survey data enabled us to assess the activity’s outputs, its knowledge outcomes, and its immediate behavioural impacts in a difference-in-difference design. Our panel data covered 1,130 adults over two rounds, including 58 activity participants and 208 villagers exposed indirectly via conversations in the village. We found that activity-related communication circulated among more privileged groups, which limited its indirect effects. Among participants, the activity influenced the awareness and understanding of “drug resistance,” while effects on attitudes were minor. Evidence on behavioural impacts was sparse and mixed, but the range of possible consequences included a disproportionate uptake of antibiotics from formal healthcare providers. Our study casts doubt on the continued dominance of awareness raising as a behavioural tool to address antibiotic resistance.

The last few decades have witnessed a surge of interest in adventure sports, and an emerging research focus on these activities. However, recent conceptual analyses and scientific reviews have highlighted a major, fundamental question that remains unresolved: what constitutes an adventure sport (and are they ‘sports’ at all)? Despite several proposals for definitions, the field still seems to lack a shared conceptualization. This deficit may be a serious limitation for research and practice, restricting the development of a more nuanced theoretical explanation of participation and prac-tical implications within and across adventure sports. In this article we address another crucial question, how can adventure sports be better understood for research and practice? We briefly summarize previous definitions to address evident confusion and lack of conceptual clarity in the discourse. Alternatively, we propose how an ecological perspective on human behaviors, as in-teractions with the environment, may provide an appropriate conceptualization to guide and enhance future research and practice, using examples from activities such as freeride skiing / snowboarding, white-water kayaking, climbing, mountaineering and the fields of sport science, psychology and avalanche research and education. We draw on ecological dynamics as a trans-disciplinary approach to discuss how this holistic framework presents a more detailed, nuanced, and precise understanding of adventure sports.

Nowadays, it can be observed that all kinds of technology are gradually being incorporated to assist the human being in the performance of their frequent and daily tasks. Technological tools provide means to facilitate, improve, help and support any activity which, in itself, may be complicated, either because of the difficulty involved in carrying it out, or because the person carrying it out has limited capabilities due to the environment not being prepared for their abilities and skills. In this sense, Special Education is currently receiving special attention from researchers, especially those aimed at children. Although the proposals that have appeared recently provide perfect solutions to improve educational processes with ingenious didactic applications, there is still an interesting line of study on how to interact with these younger people in these educational processes. In this sense, haptic technologies can play a very important role, complementing all these solutions by incorporating tools that facilitate direct contact with people, especially in their initial stages, which are the most complicated. This paper aims to provide an overview of haptic technologies and how they present solutions that can be integrated into the aforementioned educational processes.

Extrauterine growth restriction (EUGR) is a common complication and a known risk factor for impaired development in very low birth weight (VLBW) preterms. We report a population of 288 patients with no or with low grade MRI lesions scanned at term equivalent age (TEA) born between 2012 and 2018. Griffiths mental development scale II (GMDS II) at 2 and 3 years, preterm complications and weight growth were retrospectively analysed. EUGR was defined for weigth z-score ˂10th percentile at TEA, 6 and 12 months of correct age or as z-score decreased by 1-point SDS from birth to TEA and from TEA to 6 months. Multivariate analysis showed that a higher weight z-score at 6 months is protective for global developmental quotient (DQ) at 2 years (OR 0.74; CI 95% 0.59-0.93; p=0,01). EUGR at 6 months was associated with worse locomotor, personal-social, language and performance DQ at 2 years and worse language and practical reasoning DQ at 3 years. In conclusion a worse weight z-score at 6 months of age seems to be an independent risk factor for significantly reduced GMDS in many areas. These results suggest to better invest on post-discharge nutritional, optimizing family nutritional education.

Artificial intelligence (AI) chatbots are the latest advance in information technology. They are next-word predictors built on large language models (LLM) that offer the possibility to process and generate information. In this theoretical article, we provide educational insights of the possibilities and challenges of educational usage of AI chatbots. The insights were produced in the context of chemical information-seeking activities designed for chemistry teacher education. The analysis was conducted via a SWOT approach using technological pedagogical content knowledge framework (TPACK) to improve the accuracy. The analysis revealed several internal and external possibilities and challenges. The key insight is that AI chatbots will change the way people interact with information. For example, they enable the building of personal learning environments with ubiquitous access to information and AI tutoring. Their ability to support chemistry learning is impressive. However, processing of chemical information reveals the limitations of current AI chatbots not being able to process multimodal chemical information. There are also ethical issues to address. Despite the benefits, wider educational adoption of AI chatbots will take time. The obstacles hindering the adoption of AI chatbots can be removed, for example, through integrating LLMs to curricula, focusing on open-source solutions, and training teachers with modern information literacy skills. This research presents theory-grounded examples of how to support the development of modern information literacy skills in chemistry teacher education. Based on the conducted analysis, we predict that AI chatbots will be a major technological change agent towards inclusive and equitable quality lifelong learning for all.

Space tourism began in 2001 and became popular in 2021 because of commercial operations. With the development of space technology and commercialization, like re-launchable rockets to travel to space in recent years, it has gradually entered the era of space. However, the space industry causes massive emissions, inducing some opposition to its development. It is essential to investigate the attitude of residents toward space tourism and balance the pros and cons of sustainability. Quantitative analysis was adapted to test two models based on duality theory. The data were obtained from 284 samples from various regions of China and analyzed using the partial least squares structural equation modeling (PLS-SEM). The results show that the two-factor model of economic development conflicted with environmental protection. However, study two indicates that educational interventions can facilitate sustainable space tourism because they mediate the relationship between economic and environmental factors.

Amidst the dynamic landscape of education, this paper embarks on a transformative journey that explores the integration of Artificial Intelligence (AI) in literature and language education. Through a qualitative exploratory approach, purposeful and maximum variation sampling method, the researcher delves into the experiences of educators and learners, unraveling the multifaceted dimensions of AI-driven pedagogy in SMC. Drawing upon a theoretical framework encompassing Constructivism, Connectivism, and Socio-Cultural Theory, the study examines AI's role in reshaping pedagogical landscapes, fostering critical thinking, and expanding access to education. The results resonate with participants' narratives, unveiling AI's potential in fostering personalized learning pathways, enhancing collaborative engagement, and bridging digital divides. Ethical considerations in AI education are explored, leading to the proposition of responsible guidelines. These findings underline the transformative power of AI in education, aligned with the institution's commitment to quality education and innovation. Overall, the study calls for ongoing exploration, emphasizing the qualitative research method's depth and richness, as well as the theoretical framework's guidance in realizing the study's objectives. As AI continues to shape education's frontiers, this research underscores the significance of adaptability, ethical awareness, and holistic engagement for school administrators, educators, learners, and researchers alike.

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

In this paper, a multirotor UAV platform based on the PX4 ecosystem was discussed, which in combination with the MATLAB Simulink programming environment enables utilization in various aspects of mechatronic engineering education. Extensive testing of the UAV platform control module was performed, in order to enable implementation in engineering education. In the design phase of the educational platform, take-off-the-shelf components were selected and tested, and airframe parts were manufactured using rapid prototyping technologies. The proposed educational platform with four rotors was presented and tested. The learning outcomes of the undergraduate mechatronics professional study program according to the Croatian Qualifications Framework and related to the considered platform are shown. A preliminary framework of laboratory exercises for the field of mechatronic systems control is investigated.