With the daily increasing demands for higher-quality services, mobile Internet of Things (MIoT) are facing various challenges, such as communication security, availability, scalability, etc. Its changing topology features bring a lot of trouble when solving the above problems. Though the evolved cellular network is expected to bring promising solutions, some inherent problems in traditional MIoTs may keep hindering its development. Thus, to overcome above problems, we propose a software-defined MIoTs-based model providing communication security and privacy protection under emergencies. In our scheme, the control plane is responsible to compute routes for online learning devices (OLDs), and forward entries for switches. Taking use of information that OLDs and facilities collect, controller is able to coordinate the overall situation. To ensure the authenticity and reliability of messages sent by OLDs, signature and authentication should be provided. We also introduce an emergency-dealing system. It transplants the multicast technology into software-defined MIoTs to generate a Steiner Tree among impacted nodes, so that OLDs will be informed as soon as emergency happening. The security analysis proves that our scheme is able to ensure the communication security in software-defined MIoTs. The evaluation of performance indicates that our scheme outperforms other existing schemes.

Chronic pain is a source of major alterations in quality of life. It represents significant costs for health systems, and reduces the competitiveness of the working population. Vulnerability can drive the incidence of chronic pain, through its influence on modifiable risk factors, and reduced utilization of health care systems. But vulnerability can also be the consequence of a chronic pain: illness can push people into precariousness. We analysed the factors associated with pain intensity among vulnerable persons with a chronic condition, in five European countries (N=1,364). Pain was, among the whole set of variables, the main predictor of sleep problems, fatigue, depression, self-perceived health, physical and mental quality of life. This is in line with other studies showing the major impact of pain on an individual’s health and life. Multivariable analyses, adjusting for the whole set of variables, showed that women had more intense pain, as well as participants with a lower education level. These results confirm the social component in the complex etiology of pain and clearly plaid in favor of integrated care, taking into account individual characteristics and environment.

To reveal the influence of variables such as entrepreneurial learning, entrepreneurial inspiration, and incubation resources on students' entrepreneurial intentions in vocational colleges, this study took vocational colleges in Zhejiang Province, a province with a strong entrepreneurial climate in China, as an example. The study used a questionnaire to obtain data, and 614 valid questionnaires were collected from seven vocational colleges. The study divided entrepreneurship education into three dimensions: entrepreneurial learning, entrepreneurial inspiration, and incubation resources, and used structural equation modeling to investigate the influence of entrepreneurship education on entrepreneurial intentions while introducing entrepreneurial efficacy as a mediating variable to examine the influence mechanism of entrepreneurship education on entrepreneurial intentions of higher education students. The results showed that entrepreneurial learning, entrepreneurial inspiration, incubation resources, and entrepreneurial efficacy were all significantly and positively correlated with entrepreneurial intentions and that entrepreneurial efficacy mediated between the two dimensions of entrepreneurship education (entrepreneurial learning and entrepreneurial inspiration) and entrepreneurial intentions. Therefore, to enhance the effectiveness of entrepreneurship education in vocational institutions, we should stimulate students' sense of entrepreneurial efficacy, strengthen their entrepreneurial learning and inspire them to start their businesses. In turn, university incubation resources can be developed and utilized to enhance students' entrepreneurial confidence and intentions.

This article mainly proposes the point of view that financial literacy curriculum aims to make kinds of people, to make people with financial creativity of resource integration thinking and continuous ‘to conscience’ of morality, which is cultivate a way of thinking that can maximize benefits through the use of resource integration and constantly ‘to conscience’ to achieve goals for participants in financial structures with balanced interests. In this sense, this article argues that financial literacy is to make kinds of people with a financial mindset and constantly strengthen ‘to conscience’ through uniting of knowledge and action to achieve human well-being and benign operation of society. In this sense, this article attempts to determine what is really taught in financial literacy education in terms of curriculum theory. That is to improve creativity by cultivating financial thinking with constant ‘to conscience’. The views of this paper provide a new way of thinking about financial literacy education assessment. This changes the evaluation criteria of financial literacy education from the result-oriented of wealth growth to the process-oriented of financial creativity growth, trying to move the criticism of financial literacy education curriculum and evaluation from controversy to unity.

Research has shown that hands-on projects promote stem education, namely, via problem-solving. CanSat, literally 'satellite in a can', is a stem educational project promoted by the European Space Agency. This paper addresses this issue by researching this STEM project, which demonstrates how problem-solving can be achieved in secondary-level students within the framework of the CanSat. We use qualitative techniques of data collection and analysis. The results showed that students use sophisticated thinking strategies to process information within this interdisciplinary project: (a) cognitive testing, cognitive organization, cognitive regulation, and monitoring, in addition to computer language and physical–mathematical calculations, are cognitive and metacognitive behavior strategies revealed in the CanSat; (b) problem-solving was suggested as a specific model, where students’ higher cognitive and metacognitive ordering processes deepen in project development; (c) computational, lateral, or divergent and convergent thinking were detected as thinking types of students associated with and mobilized in the course of problem-solving, The findings of this research have practical implications for STEM education in space science. Hands-on projects using problem-solving are an essential strategy to promote STEM education. Additionally, they are a starting point to promote meaningful learning and new thinking types.

We transformed the existing learning program Language Shower, which is used in some Norwegian day-care centers in the Grorud district of Oslo municipality, into a digital solution using an app for smartphone or tablet with the option for further enhancement of presentation by a NAO robot. The solution was tested in several iterations and multiple day-care centers over several weeks. Measurements of the children’s progress across learning sessions indicate a positive impact of the program using a robot as compared to the program without robot. In-situ observations and interviews with day care center staff confirmed the solution’s many advantages, but also revealed some important areas for improvement. In particular, the speech recognition needs to be more flexible and robust, and special measures have to be in place to handle children speaking simultaneously.

Purpose: Now traditional lecture-based teaching and learning have been affected by the COVID-19. The objectives of this article are to design the novel educational technique called ‘dynamic-based learning’ (DBL) that provides the combination of online teaching-learning methods and student’s creativity, to evaluate primary dynamic-based learning function, and to propose dynamic-based learning for higher education. Methods: DBL composes of four steps, including, preparation, homework, classroom, and evaluation, which was designed, and taught in medical and dental schools. Online support materials included mobile phone, email, Facebook Messenger, Line Messenger, Cisco Webex, and Zoom Meetings applications were recruited for this novel method. Results: A total of 32 third-year medical students and 26 sixth-year dental students was treated by DBL similarly. three subjects, including, Innovation in Dentistry, Basic Medical Research, and Principles of Pathology and Forensic Medicine were selected in this article. The results showed students could create their knowledge, ideas, and creativity during the online classes.Conclusion: DBL can be used as an alternative learning mode during the COVID-19 crisis. The benefits of DBL also include high flexibility, dynamic process, active learning, and high creativity. DBL should be tested with other disciplines such as engineering school, laws school, health sciences school, and should be compared with other traditional teaching and learning modes in the future. This method may support the global higher education systems to move forward the COVID-19 pandemic to set a novel standard of a future normal.

Background: Poor menstrual health literacy impacts adolescents’ quality of life and health outcomes across the world. The aim of this systematic review was to identify concerns about menstrual health literacy in low/middle (LMIC) and high-income (HIC) countries. Methods: Relevant social science and medical databases were searched for peer-reviewed papers from January 2008 to January 2020 identifying 61 relevant studies. Results: A thematic analysis of the data revealed that LMICs report detrimental impacts on adolescents in relation to menstrual hygiene and cultural issues, while in HICs, issues related to pain management and long term health outcomes were reported more frequently. Conclusions: In order to improve overall menstrual health literacy in LMICs and HICs, appropriate policies need to be developed, drawing on input from multiple stakeholders to ensure evidence-based and cost-effective practical interventions.

Problem solving is one of the most important components of the human cognition that affects for ages the progress of the human society. Mathematical modelling is a special type of problem solving concerning problems related to science or everyday life situations. The present study is a review of the author’s earlier works on problem solving and mathematical modelling from the scope of Education. Its real goal is that it presents in a systematic way and in a few pages only the results of many years research on the subject. This helps the reader to get a comprehensive idea about a very important topic belonging to the core of Mathematics Education, which is very useful to those wanting to study deeper the subject and get directions for further research in the area.

Urban settings are increasingly faced with challenges across natural and engineered environmental systems, threatening the sustainability of urban centers where >50% of the world's population resides. The pressures of aging infrastructure, water and air pollution, and environmental justice exemplify the growing need for urban professionals to employ complex scientific reasoning across disciplines where they can effectively address the multi-faceted issues of urban sustainability. Here we present an innovative model for preparing the next generation of public, private, and academic leaders to address complex problems in urban sustainability. Specifically, we outline the design and implementation of an integrated, adaptable graduate training program, with the goals of science leadership, curriculum relevancy, community impact, broader applicability, recruitment into science, technology, engineering and mathematics (STEM) programs and careers, and program sustainability. This program addresses human-ecosystem challenges using a transdisciplinary approach to produce scientific products in partnership with local communities, businesses, industries, scientists, and policy makers, while providing a mechanism to understand and overcome contemporary societal challenges. Students receive rigorous training in their home disciplines, coupled with training across disciplinary lines and developmental experiences, to prepare them to communicate, collaborate, and innovate in a variety of contexts. Training success is evaluated across measurable competency domains including problem definition, research methods, communication, collaboration, and problem-solving. After three years the program expanded relationships across fields and professions, successfully established 18 internship opportunities with community partners, created a new dual-title PhD program open to students in 5 academic departments, and facilitated the co-production of knowledge with external partners. This model bridges the gaps between research, education, and application, providing an integrated, rigorous graduate training program that fosters collaborative problem-solving between STEM graduate students and the broader community of professionals conducting sustainability work in a post-industrial urban setting.

The world faces two seemingly unrelated challenges—a shortfall in the STEM workforce and increasing antibiotic resistance among bacterial pathogens. We address these two challenges with Tiny Earth, an undergraduate research course that excites students about science and creates a pipeline for antibiotic discovery.

Of course, now we know that quantum mechanics has been a fundamental structure of our world since our universe came into being. However, it has been only a century since the experimental and theoretical discovery of quantum mechanics and its extensions into many implications and applications. In particular, there are implications across many disciplines that most likely will affect education, health, security, etc. Examples are given of the need for starting education as early as possible in schools, the use of nano-robots to deliver drugs targeted to specific molecular sites, to developing new cryptographic systems to safeguard our privacy.

Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. However, it is not clear what the responses of the institutions are to this pandemic and how the adaptation of new methods may impact medical education in the post COVID-19 era. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding the teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory two-phase study was conducted. A survey was prepared and disseminated to a convenient non-probability sample of the medical school faculty through various social platforms. Then, a focus group guide was conducted to explore in more depth the findings. Results: The staff level of preparedness for that unexpected shift was evaluated by 55.1% of the survey participants as optimum to high and a good leadership support was reported by 70 % of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, there is a communication problem with the students that leads to their detachment. Subsequently, 84.6 % of the participants reported that their schools used alternative teaching methods for small groups, large groups, pre-clinical and clinical clerkships. However, 64.1 % of the participants identified a clinical skills teaching challenge. Although, 68.4% reported that alternative methods were used for formative assessment but absence of alternative methods for summative assessment was declared by 76.3%. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. However, institutes which have experience in adapting modern engaging learning methods should organize a better response for crisis. Online learning should be integrated in the curriculum with a fair percentage especially in the early years of medical study.

The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work we analyze the application of a Service-Learning methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to self-learning (SL) principles can help in the acquisition of so-called soft skills and how these can be focused in the promotion of the Sustainable Development Goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance (problem-based learning, PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences. Here, we systematically reviewed studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL. We found that h-PBL resulted in better overall students’ performance and perception than TT or pure PBL. These findings encourage more research on investigating the pedagogical benefits of h-PBL and posit an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.

Background and objectives: The inadequate knowledge of complementary and alternative medicine (CAM) among health professionals may put their clients in risky situation because they then would find information about CAM from unreliable sources. Clinical psychologists (CPs), as health professionals, have also the opportunity to provide psychoeducation on the latest CAM scientific research to their clients. The current study aimed to explore knowledge and educational needs of CAM among CPs in Indonesia because previous studies on exploring CAM knowledge and educational needs of CAM were primarily conducted in Western countries. Materials and Methods: Data were collected through semi-structured face-to-face interviews with 43 CPs in public health centers (PHCs) in Indonesia. Most interviews were held at the PHCs where participants worked and interviews lasted for 55 minutes, on average. The interview recordings were transcribed and were analyzed using deductive thematic analysis. Results: Five main themes emerged within participants’ responses regarding CAM knowledge and educational needs. First (CAM understanding), participants’ responses ranged from those with little or no prior knowledge of CAM treatments and uses, to those with much greater familiarity. Second (source of knowledge), participants’ access ranged widely in terms of references, from popular to scientific literature. Third (why is it important?), participants identified CAM essentially as part of Indonesian culture and it was therefore crucial to have this cultural knowledge. Fourth (the challenges and what is needed?), the challenges for improving participants’ knowledge came from personal and institutional levels. Fifth (what and how to learn?), participants advised that only CAM treatments that fit in brief psychotherapy sessions should be introduced in professional training. Conclusions: This qualitative study discovered that CAM was neither well-known nor understood widely. Participants advised that professional associations and health institutions should work together in enhancing knowledge of CAM and incorporating CAM education into psychology education.

Decades of research suggest that Mindfulness-Based Stress Reduction (MBSR) training supports a greater capacity to live with chronic medical conditions and contributes to lowering stress levels. This paper introduces a model for a Mindfulness-Based Recovery from Stroke (MBRfS) for promoting stroke recovery, informed by the lived experience of the author (a stroke survivor and certified MBSR instructor), the research literature regarding MBSR training, and the specific challenges of stroke recovery. Four themes emerged from the autoethnographic analysis that informed the proposed model: Readiness to accept the stroke event and the acquired brain injury; Navigating uncertainties of stroke recovery with awareness and self-responsibility for outcomes; Trusting the inherent wisdom of the body as a stroke recovery “teacher”; and Increased capacity to integrate complex emotions with self-compassion, and a sense of wholeness. A four component MBRfS model is offered, which consists of an integration amongst a modified MBSR framework, emergent attitudinal themes, and insights from the autoethnographic vignettes. The MBRfS model offers a path for providing participants with a supportive experience within stroke recovery. Recommendations and suggestions for future studies are offered to support the development of MBRfS for stroke survivors and their caregivers, as well as contributing to health care providers.

Determining disability prevalence is an important area for population statistics, especially among young adolescents. The Washington Group on Disability Statistics is one source of reporting disabilities through functional difficulties. However, young adolescents self-reporting this measure is in its infancy. The purpose of this study was to carry out an intra-rater test-retest reliability study on a modified set of items for self-reporting functional difficulties. Young adolescents (n=74; boys=64%; age m=13.7, SD=1.8) completed a self-reported version of the child functioning module in a supervised classroom. The second administration took place two weeks later. Intraclass correlation coefficient (ICC) and Kappa (k) statistics were used to test reliability of the items, and interpretation through Landis & Koch, and Cohen, respectively. The majority of items had substantial or moderate agreement, although there was only fair agreement for self-care (ICC=0.59), concentration (ICC=0.50), and routine (ICC=0.54). Kappa statistics of behaviour were interpreted to be large (k=0.65), and seeing (k=0.49), walking (k=0.49), and speaking (k=0.49) difficulties were moderate. The majority of the items in the self-reported version of the child functioning module can be used in a scale format, although some caution may be required on items of self-care and concentration when used as a dichotomous variable.

Women have been leading organizations and communities for centuries, but their journeys in leadership have sometimes been challenging. This paper aims to reflect on women's positive and negative experiences in leadership roles and understand the factors contributing to their successes and challenges.To explore these issues, we will draw on various academic literature, including studies on gender and leadership and case studies of women in leadership positions. We will also examine the cultural and social factors that affect women's experiences in leadership, including bias and discrimination, societal expectations, and work-life balance challenges.One key theme from this analysis is the importance of role models and support networks in helping women succeed in leadership roles. Women with access to mentorship, sponsorship, and peer networks are more likely to thrive in their roles and overcome the challenges they may face. However, lacking female role models and mentors can make it difficult for women to advance in their careers and contribute to feelings of isolation and imposter syndrome.Another important theme is the need for organizations and society to address systemic biases and discrimination that prevent women from reaching their full potential. This can include initiatives such as unconscious bias training, flexible work arrangements, and policies that support gender diversity and inclusion.In conclusion, this paper highlights women's positive and negative experiences in leadership roles and emphasizes the need for ongoing efforts to support and empower women in leadership. By addressing the challenges women face and building a culture of inclusion and support, organizations and society can help unlock the full potential of women leaders and create a more equitable and just world.

Machine learning (ML) is enabling augmented reality (AR) to gain popularity in various fields, including gaming, entertainment, healthcare, and education. ML enhances AR applications in education by providing accurate visualizations of objects. For AR systems, ML algorithms facilitate the recognition of objects and gestures from kindergarten through university. The purpose of this survey is to provide an overview of various ways in which ML techniques can be applied within the field of AR within education. The first step is to describe the background of AR. In the next step, we will discuss the ML models that are used in AR education applications. Additionally, we discuss how ML is used in AR. Each subgroup’s challenges and solutions can be identified by analyzing these frameworks. In addition, we outline several research gaps and future research directions in ML-based AR frameworks for education.

Nowadays, the European Union and the governments of the different countries have focused on the development of the Sustainable Development Goals (SDG) and the 2030 agenda, something that has been translated into education itself. Video Games, Gamification, and Game Based Learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in the classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically its learning benefits for Higher Education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found which, after the filtering phases, the number of articles has been reduced to nine, which subsequently were analyzed in depth. The results indicated that among the benefits of the use of games mediated by technologies are the following: it favors education for sustainability and it promotes the educational inclusion and the work of various social skills such as collaborative and cooperative work. Also, showed an increase of the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gap in this field.

The A.C.Q.U.A. (Advisable Conscious Quality Use from Assisi) project, promoted by the Climate and Energy and Heritage Design courses of the Planet Life Design Master Program, addresses the theme of the recovery and regeneration of ancient wash-houses in the context of energy, environmental sustainability and innovation, a way of understanding cultural heritage in the wider sense of heritage community through the active participation of all the actors involved: universities, institutions, businesses, students and citizens. The proposal, tested in the municipalities of Assisi and Ruviano (ITALY), involves the creation of a "Community Wash House", a new way of carrying out the usual domestic act of washing clothes in the open air, next to the places where this rite was traditionally performed, in technologically innovative constructions that use renewable energy sources and encourage a reduction in household consumption of water and energy. This project is part of the training of professionals in the new inter-university course that combines knowledge of the tools of technical and scientific design with historical and cultural perspectives in a perspective of sustainable redevelopment of existing structures in the area and the use of alternative energy sources with low climate impact, calculated using the statistics of the Copernicus CDS.

Forest education is pivotal for achieving the Sustainable Development Goals and promoting sustainable forest management in the face of global challenges. However, existing programs struggle to keep up with rapidly changing crises and uncertainties that contribute to deforestation and forest degradation. To address these challenges, integrating innovative approaches into forest education is crucial. This paper demonstrates the transformative use of a role-playing game as an innovative teaching method for integrated forest management. The game provides students with practical experience and a comprehensive understanding of landscape approaches, using the Congo Basin as a case study. Our research focuses on sustainable forest governance, stakeholder roles, and valuing natural assets and ecosystem services, supporting the transformation of economic, political, and social/cultural relationships at various scales. We highlight the potential of innovative forest education to foster sustainability, trigger critical thinking, resolve conflicts, and prevent costly forest losses.

The paper discusses the design and modeling of a simple and illustrative hardware kit for teaching the basics of quantum cryptography to engineering students. The novel solution differs from those already on the market in that it is focused on familiarising trainees with the physical principles of quantum key distribution, as well as with the basics of mathematical formalism in quantum mechanics. This is achieved by using a minimally sufficient set of optical elements with a simple mathematical description in the Jones formalism. This composition of the kit is targeted mostly at engineering students and does not require advanced training in physics as a prerequisite. The configurable architecture of the hardware educational kit contributes to the deeper involvement of students. By independently changing the modular configuration of the system, students can conduct experiments that were not directly provided by the developers. For instance, students can assess the impact of choosing the basic settings of phase retarders on the course of a man-in-the-middle attack. The proposed amount of mathematical and informational support, as well as ready-made formal models, is sufficient to reasonably put forward hypotheses for experimental verification and interpret the obtained empirical data. At this moment, the hardware kit is being replicated, distributed and successfully applied at universities and companies in the communications industry. The accumulated experience of educational use testifies to the high efficiency of the kit as a tool for basic QKD training for people without prior knowledge of quantum mechanics. A discrete event model simulating the operation of the hardware kit is implemented in the non-commercial modeling software CPN Tools and is openly distributed.

In this 2 x 2 between-subjects experimental study, a virtual reality (VR) laboratory simulation is paired with a VR molecular world intervention to teach chemistry concepts. The independent variables are the implementation timing of the molecular world intervention (Pre-lab vs. Integrated) and the level of embodiment (Traditional vs. VR). Eighty students (N = 80), ages 11-18 years old, from a community center in New York City participated, completing a pretest, the laboratory simulation, the molecular intervention, and a post-test. The pre- and post-test measures included multiple-choice, free-response, and drawing questions. A key finding was that integrating the intervention within the lab simulation, no matter which level of embodiment, led to significantly higher gains in learning. The combination of using physical manipulatives and integrating them within the lab exercise (Integrated Traditional condition) demonstrated the greatest gains overall. On drawing measures, the Integrated VR condition showed significant improvement in three out of the four drawing categories (i.e., molecule shape, atom quantity, and relative sizes). The implications are that even though using a VR molecular world intervention can lead to significant learning of abstract chemistry content, the use of physical manipulatives is still a more effective tool.

Background: Virtual care adoption accelerated during the COVID-19 pandemic, highlighting the need for healthcare professionals to develop relevant competencies. However, limited evidence exists on the core competencies required for quality virtual care delivery. Objective: This study aimed to identify the critical competencies physicians, nurses, and other health professionals need for adequate virtual care provision in Saudi Arabia using a Delphi method. Methods: A 3-round Delphi technique was applied with a panel of 42 experts, including policymakers, healthcare professionals, academicians, and telehealth specialists. In round 1, an open-ended questionnaire elicited competencies needed for virtual care. Competencies were distilled and rated for importance in rounds 2 and 3 until consensus was achieved. Results: Consensus emerged on 151 competencies across 33 domains. The most prominent domains were communication (15 competencies), professionalism (13), leadership (12), health informatics (5), digital literacy (5) and clinical expertise (11).

This study investigates effective strategies for second language education in primary schools, analyzing the efficacy of immersive and interactive methods, digital literacy tools, and mixed-method approaches. The findings reveal significant improvements in language proficiency and student engagement through these methodologies, with immersive and interactive strategies showing substantial benefits in oral proficiency and engagement, digital tools enhancing accessibility and engagement, and mixed-method approaches yielding the highest overall effectiveness. The study underscores the importance of a balanced, flexible approach to language education, integrating traditional and modern methods to cater to diverse learner needs. These strategies not only advance linguistic skills but also contribute to the broader cognitive and emotional development of young learners, emphasizing the critical role of effective language education in preparing students for a globalized world.

Background: One of the most common occupational health hazard and serious health concern, now a days, recognized is Musculoskeletal disorders (MSDs). The high prevalence among students and teachers is a major cause of decline in their health related quality of life and work performance. This study aimed to identify the prevalence of musculoskeletal disorders among teachers and students during online education. Methods: A cross-sectional survey was conducted among university faculty members and students who were involved in online education during COVID-19. Data collection was carried out electronically through a validated Arabic version of the Nordic Musculoskeletal Questionnaire (NMQ) which is self reported. A total of 175 respondents responded to the questionnaire (response 60%). Results: The prevalence of any part of the body was 90.3%. The commonest site of MSDs for past 12 months was the low back (65.7%), the neck (58.3%), and shoulders (57.7%). Females (80%) suffered more than males (20%). The students reported slightly higher MSDs as compared to teachers (93.1% vs 90.3). Binominal regression analysis showed association of females with low back pain “OR: 2.24 (95% CI): 1.04-4.83; p = 0.03” and neck pain “OR: 2.7 (95% CI): 1.24–5.84; p = 0.012)” while bad posture was associated with pain in upper back “OR: 3.46 (95% CI): 1.73-6.93; p = 0.001”. Conclusion: The faculty members and students are prone to high MSDs during online classes and significant measures should be taken to reduce the prevalence by addressing associated risk factors.

The preservation of biodiversity has become a major concern in contemporary society. It is essential to understand teachers' representations of biodiversity to effectively guide educational efforts because of the significant role of education in raising awareness and promoting sustainable behavior. Through a survey of a sample of 118 teachers, we adopted a mixed-method approach combining both a closed questionnaire and interviews. We used these methods to explore teachers' representations of the concept of biodiversity as an integral part of the school curriculum, as well as to gather their views on certain features of its teaching. The results state that the majority of teachers perceive biodiversity as a whole and in its most complex relationships. During their professional experience, they have developed a biocentric and anthropocentric conception of biodiversity. This study provides valuable information to guide future pedagogical practices and educational policies in sustainable education.

Entrepreneurship education in South Africa holds significant promise in empowering the youth and fostering economic growth. This article explores the impact of entrepreneurship education on youth empowerment, focusing on case studies of successful young entrepreneurs, evaluation of entrepreneurial skills development, and analysis of employment and economic outcomes. While effective models of entrepreneurship education emphasize experiential learning and collaboration with local businesses, resource constraints and infrastructure gaps pose challenges. Moreover, socio-cultural perceptions and gender disparities influence youth's willingness to engage in entrepreneurship, hindering inclusivity. Evaluating the long-term impact remains challenging, requiring robust monitoring and evaluation mechanisms. The article concludes with recommendations to enhance the impact of entrepreneurship education, including increasing funding, challenging stereotypes, fostering collaboration, and developing evaluation mechanisms to support South Africa's youth in realizing their entrepreneurial potential.

This study explored father involvement as a social determinant of child health within the context of macro-environmental changes in Mongolia. Using data for children aged 3-4 from UNICEF’s Multiple Indicator Cluster Surveys, this cross-sectional analysis examined the association between father presence and engagement with child health and educational outcomes. Multivariate regression modeling was employed to identify associations between father presence, engagement, and child outcomes including fever, respiratory illness, diarrhea and preschool attendance. In unadjusted analyses, father engagement was associated with higher odds of pre-school attendance (OR=1.12; 95% CI 1.04-1.20) but not with child illness (OR=1.04; 95% CI 0.95-1.14). Father engagement was no longer associated with pre-school attendance after controlling for potentially confounding variables (ORadj = 0.95; 95% CI 0.88-1.03). Unadjusted and adjusted analyses showed that father presence was not associated with acute illness or preschool attendance. Results also suggest that a larger proportion of children were engaged in activities by their mother compared to their father or other adults. Data indicate that father presence and engagement were not associated with child illness or pre-school attendance. Factors such as maternal education, household wealth, and region of residence are stronger predictors of preschool attendance and should continue to be considered for promoting child health and development in Mongolia.

This paper describes how to construct a low-cost magnetic levitation system (MagLev). The MagLev has been intensively used in the engineering education, allowing instructors and students to learn through hands-on experiments essential concepts, such as electronics, electromagnetism, and control systems. Built from scratch, the proposed MagLev depends only on simple, low-cost components readily available on the market. In addition to showing how to construct the MagLev, this paper presents a semi-active control strategy which seems novel when applied in the MagLev. Experiments performed in the laboratory have compared the proposed control scheme with the classical PID control. The corresponding real-time experiments illustrate both the effectiveness of the approach and the potential of the MagLev for education.

In the achievement of the Sustainable Development Goals (SDGs), education plays a fundamental role. However, traditional methodologies do not favor the enrichment and personal development essential to promote global awareness. The use of active methodologies based on experiences improve the quality of learning. This work describes the design, implementation, and evaluation of the acquired knowledge of a didactic proposal for non-formal education as a support for regulated education based on botany content. Firstly, a workshop was held, where young people participated directly in developing field work with a real scientific methodology. Subsequently, a group of students was chosen to be interviewed to obtain a global vision of the learning they obtained. The motivation of the students was quite positive, which allowed us to obtain voluntary participation in the field work and gave the students a participative attitude throughout the development of the workshops. Four months later, this positive attitude remained during their direct involvement in various activities, and the students still remembered the fundamental content discussed. Relating the didactic proposal to its immediate environment was shown to increase interest in learning and value in its own context. The results of this educational experience have been very positive, as knowledge was acquired, and interest in the preservation of the environment and the profession of a researcher was promoted.

In this work we report on our effort to design and implement an early introduction to basic robotics principles for children at kindergarten age. The humanoid robot Pepper, which is a great platform for human-robot interaction experiments, was presenting the lecture by reading out the contents to the children making use of its speech synthesis capability. One of the main challenges of this effort was to explain complex robotics contents in a way that pre-school children could follow the basic principles and ideas using examples from their world of experience. A quiz in a Runaround-game-show style after the lecture activated the children to recap the contents they acquired about how mobile robots work in principle. Besides the thrill being exposed to a mobile robot that would also react to the children, they were very excited and at the same time very concentrated. What sets apart our effort from other work is that part of the lecturing is actually done by a robot itself and that a quiz at the end of the lesson is done using robots as well. To the best of our knowledge this is one of only few attempts to use Pepper not as a tele-teaching tool, but as the teacher itself in order to engage pre-school children with complex robotics contents. We got very positive feedback from the children as well as from their educators.

In all areas of medicine, especially in radiology, computers are increasing year by year. Filmless radiology, speech recognition software, electronic application forms, and teleradiology are recent developments that have greatly improved radiologists' performance. This research explores radiology software trends, predictions, and the challenges posed by informatics and historical trend analysis. The rationale behind this research is that information technology (IT) is overgrowing almost every day. We must continuously seek new ways to apply IT to make more use of resources. Consequently, IT becomes increasingly crucial to radiology organizations' innovative thinking, workflow, and business models. This study aimed to analyze all radiology software publications in the Science Citation Index (SCI). From 1991 to July 2021, SCI was used to search for publications systematically. We have also widely used this historical method in radiology software research. The findings and discussions are base on an assessment of trends, predictions, contributions, and challenges in radiology software, and we are exploring radiology software with six evolutionary stages. The gift of this research is that radiology managers realize that the use of new information technologies is closely related to survival in a competitive environment. Radiology companies can review these new technologies to develop more innovative business models and services to improve operational deficiencies.

There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to work life. In this research, collaboration was conducted through a joint upper-secondary school and university course that addressed global challenges by using a project-based learning approach. There is a shortage of research exploring students’ perceptions of collaboration. Therefore, the main purpose of this qualitative case study is to explore the relevance of the joint course for students and university students. The research was guided by the following research question: What kind of relevance did the students experience in the joint project-based learning course? The data was gathered using questionnaires, interviews, and reflective study reports. The data was analyzed via theory-based content analysis where research-oriented relevance model was used as the analysis framework. The analysis framework enabled categorizing experienced relevance on individual, vocational and societal dimensions. Altogether, the analysis produced 7 relevance categories for upper-secondary students and 9 for university students. According to the analysis, upper-secondary school students felt that the course offered the most on an individual relevance dimension whereas university students experienced the vocational relevance dimension most diverse. As the main conclusion, this research produced new insights on the experienced relevance of upper-secondary level and higher education cooperation from the students’ point of view. The acquired knowledge can be useful for everyone developing new cross-institutional cooperation models.

Currently, some non-conventional therapies (NCT), such as acupuncture, homeopathy, osteopathy, naturopathy, herbology, and Traditional Chinese Medicine are structured and well-regulated for a market of teaching and clinical practice in Portugal, among which acupuncture has become one of the most appealing and functional branches. Through investigation of acupuncture laws, field surveys, teaching work and interviews with people from NCT field in Portugal, we showed the current acupuncture education in Portugal and found that according to the academic norms and rules of education in Portugal, there is a gradual difficulty in the progression and maintenance of the degree training dynamics, due to the lack of more tolerant transitional measures and also, a timid commitment on the part of the institutions that embark on these complementary programs. Therefore, it will be necessary to promote additional programs and measures that avoid a total emptiness of the teaching of acupuncture and at the same time losses of clinicians, competencies and quality of information that are difficult to recover. It could be very meaningful and thought-provoking to the future development and improvement of acupuncture in Portugal and in other countries that welcome acupuncture and intend to have a better legislation and application.

Maze navigation using one or more robots has become a recurring challenge in scientific literature and real life practice, with fleets having to find faster and better ways to navigate environments such as a travel hub (e.g. airports) or to evacuate a disaster zone. Many methods have been used to solve this issue, including the implementation of a variety of sensors and other signal receiving systems. Most interestingly, camera-based techniques have increasingly become more popular in this kind of applications, given their robustness and scalability. In this paper, we have implemented an end-to-end strategy to address this scenario, allowing a robot to solve a maze in an autonomous way, by using computer vision and path planning. In addition, this robot shares the generated knowledge to another by means of communication protocols, having to adapt its mechanical characteristics to be able to solve the same challenge. The paper presents experimental validation of the four components of this solution, namely camera calibration, maze mapping, path planning and robot communication. Finally, we present the integration and functionality of these methods applied in a pair of NAO robots.

Despite the strong links between sleep, circadian rhythms, and mental health, sleep education has been neglected in mental healthcare provider training programs. The current pilot study examined the potential efficacy and acceptability of a sleep education workshop for trainee psychologists, called the Sleep Psychology Workshop. Eleven students completing their Master of Psychology degrees (90% female, 24.4 ± 1.6 years old) attended the Sleep Psychology Workshop as part of their Health Psychology course, delivered as three, two-hour lectures (total six hours). Trainees’ sleep psychology knowledge quiz scores (% correct) demonstrated significant improvement from pre- (M = 60%, SD = .09) to post-workshop (M = 79%, SD = .08), t (6) = -5.18, p = .002. Trainees also reported increased self-efficacy to use common sleep-related assessment instruments and empirically supported interventions to manage sleep and circadian rhythm disturbances, along with increased confidence to manage insomnia disorder in clinical practice (all p<.02). Trainees also endorsed the workshop as an acceptable sleep education program for trainee psychologists via a post-workshop feedback survey, focus group, and six-month follow-up survey. This pilot study provides preliminary evidence for the Sleep Psychology Workshop as an effective and acceptable sleep education program for trainee psychologists.

Background: Strengthening adherence to self-care behaviors in patients with periodontal disease (PD) and reducing plaque index is crucial for improving PD treatment. We evaluated the effectiveness of a theory of planned behavior (TPB)-based health education intervention involving planning strategy on self-care behaviors in patients with PD. Methods: A randomized controlled trial was conducted; 158 and 139 patients comprised the experimental group (EG) and control group (CG), respectively. Both groups received a leaflet, and the EG also received a planning intervention, which was a brief one-on-one counseling session with a planning sheet. Data were collected using a self-administered questionnaire. Results: Between-group comparisons of TPB measures revealed significant differences in all domains when controlling for baseline covariates. The EG exhibited significantly higher levels of action and coping planning than the CG at 2-week follow-up (effect size (ES) = 5.54 and 5.57, respectively) and 6-week follow-up (ES = 5.66 and 5.66, respectively). Between-group differences in changes of brushing behaviors increased significantly. More frequent use of dental floss was observed in the EG than in the CG at 2-week and 6-week follow-ups (24.7% and 22.8%, respectively). Conclusions: The intervention involving planning strategy effectively promoted adherence to self-care behaviors in patients with PD.

Background: This study addresses the burgeoning impact of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations and seeks to demonstrate latent and advanced LLM reasoning capabilities. The research devises an iterative self-reflective strategy for invoking critical thinking and higher-order reasoning in LLMs based on multimodal exam questions using visuals and text. Methods: The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions, focusing on its response to complex, visual, and textual prompts. Results: The results indicate that latent multi-hop reasoning capabilities can be invoked using the proposed self-reflective strategy, which can effectively steer ChatGPT towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. Conclusions: This work challenges findings from recent studies which claim that existing LLMs are unable to reason on complex multimodal tasks, and therefore this study underscores the need for enhanced online exam security measures like proctoring software, that can mitigate the potential misuse of AI technologies in educational settings.

In this empirical article, we argue that, while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating it. The research question that the article attempted to answer is, what unintended pedagogical consequences did students and lecturers suffer because of the move to ERT at rural-based universities (RBUs) in South Africa? Drawing on students' and lecturers’ lived experiences of ERT, this article foregrounds unintended pedagogical consequences that arose at one RBU in South Africa during the transition from face-to-face teaching to ERT. Underpinned by the tenets of critical realism philosophy, as well as student integration theory, in-depth interviews with three lecturers and six students were conducted. The findings of the study indicate that home conditions, individual characteristics, pre-COVID-19 blended learning experiences, university training and support, and teaching, learning, and assessment practices and policies altogether contributed to the construction of unintended pedagogical consequences of ERT presented in this article. These consequences include (1) exclusion of low-income students in active teaching and learning, (2) equipping middle-class students with better chances of success than working-class students. (3) distressing female students and lecturers more than their male counterparts, and (4) unproductive assessment practices. This study may be beneficial to academics and policymakers from similar contexts in their plight to continue with remote teaching and assessment (RTA) beyond the pandemic.

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching-learning process to which teachers have responded without planning and instead using their resources. This study aims to analyze the relationships between work-family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work-family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.

Diabetes and mental disorders have been recognized as two significant public health concerns globally. Recent research indicates that there is a bidirectional relationship between these two conditions, with each influencing the other's course and outcomes. Nutrition plays an essential role in the prevention and treatment of both mental disorders and diabetes. A comprehensive review of existing literature was conducted to examine the impact of anxiety and depression on the development of diabetes and the influence of diabetes on the occurrence of mental health disorders such as anxiety and depression. Additionally, the effects of nutrition on the prevention and management of mental disorders, diabetes, and related complications in at risk individuals were assessed. Our findings show that mental disorders, such as depression and anxiety increase the risk of developing type 2 diabetes and are associated with poorer glycemic control, increased diabetes-related complications, and higher mortality rates. Conversely, diabetes is also linked with an increased risk of developing mental health disorders, including depression, anxiety, and cognitive decline. The biological, psychological, and social factors that contribute to the comorbidity between these two conditions are complex and multifaceted. Therefore, an integrated approach to the management of both conditions is critical for improving patient outcomes and reducing the overall burden of disease. Nutritional interventions should be utilized to reduce the risk of diabetes in patients with anxiety and depression as well as enhance mental health in patients with diabetes.

Thermostatically controlled loads have great potential to make a significant contribution to improving energy efficiency in the building sector, which is responsible for 40% of greenhouse gas emissions in the EU. This, in addition to the environmental damage, represents a huge expense in the electricity bill. Therefore, it is very important to train engineers on how to design energy management systems for TCLs. With this goal in mind, it would be very useful to have a simulation-based educational tool (SBET) to understand thermostatically controlled loads, their characteristics and possibilities in energy efficiency. In addition, it would be very useful if this tool could be introduced in engineering curricula to help students to be better trained and enter the labor market with more opportunities. Based on the shortcomings detected, this work develops a SBET specifically designed to teach about TCLs (SBET-TCLs), both about their intrinsic characteristics and their better management. To verify the developed SBET-TCL, it has been tested in a real scenario: A survey was carried out among the students of the subject 'Alternative Energy Sources' of the degrees of Industrial Engineering. The results show that the use of SBET-TCL has very positive effects on the learning process.

Recent digital transformations have significantly impacted the current society, economy, and culture. This includes adoption of rapidly emerging technologies, such as artificial intelligence (AI), immersive technology (e.g., virtual, augmented, mixed and extended reality (VR/AR/MR/XR)), cloud services, and internet of things, in our day-to-day life. `Metaverse’ has emerged as a technology that incorporates many of these transforming technologies to deliver personalised immersive experience related to specific application areas. A potential major beneficiary of Metaverse is the educational ecosystem, where highly immersive learning experiences can be delivered to students, catering to their personal learning needs and train them on life skills such as empathy, ethical qualities, and communication skills. The present-day Metaverse allows physical engagement, enabling users to utilise limb movements to interact with the presented materials. However, ethical concerns and technical limitations impede the widespread implementation of the Metaverse in the real-world. This paper provides a comprehensive survey of the existing literature covering the architecture, type and components of Metaverse, followed by practical aspects of metaverse implementation. The paper is concluded by discussing on the open challenges and issues along with their mitigation strategies and future research directions after the detailed usecase of Metaverse in Education.

Ledge formation presents a significant challenge in endodontic treatment. Yet, there is still a lack of educational tooth models for hands-on practice. This study aimed to create and evaluate a tooth model for ledge management practice. A natural tooth with curved roots was collected for scientific use under ethics committee approval. Following initial root canal preparation, the tooth was scanned using micro-computed tomography (μCT) and 3D reconstructed. A K-file, created via computer-aided design (CAD), was partly inserted into the root canal wall of the 3D-reconstructed tooth. By subtracting the K-file from the tooth, a tooth model with a root canal ledge was produced. The models were then 3D printed for a hands-on workshop. A seven-item Likert scale questionnaire was administered to 20 postgraduate students and 10 endodontists to assess the model's quality and training effectiveness. The feedback from both students and experts was positive, with no statistically significant differences found between the two groups (p &gt; 0.05). This novel tooth model is expected to address the existing gap in endodontic education and provide benefits for dental practitioners in future applications.

The increased adoption of information and communication technology for smart grid applications will require innovative cyber-physical system (CPS) testbeds to support research and education in the field. The groundbreaking CPS testbeds with realistic and scalable platforms have progressively gained interest in recent years, with electric power flowing in the physical layer and information flowing in the network layer. However, CPSs are critical infrastructures and not designed for testing or direct training, as any misbehaving in an actual system operation could cause a catastrophic impact on its operation. Based on that, it is not easy to efficiently train professionals in CPSs. Aiming to support the advancement and encourage the training of industry professionals, this paper proposes and develops a complete testbed with commercial tools. The testbed can reliably replicate the performance of smart grid systems and the main potential cyber threats that electric grids may face. The complex interdependencies between the cyber and physical domains are discussed in detail, and different case scenarios are presented, providing insightful guidelines for key features and design decisions for future smart grid testbeds.

In recent years, the rise of advanced artificial intelligence technologies has had a profound impact on many fields, including education and research. One such technology is ChatGPT, a powerful large language model developed by OpenAI. This technology offers exciting opportunities for students and educators, including personalized feedback, increased accessibility, interactive conversations, lesson preparation, evaluation, and new ways to teach complex concepts. However, ChatGPT poses different threats to the traditional education and research system, including the possibility of cheating on online exams, human-like text generation, diminished critical thinking skills, and difficulties in evaluating information generated by ChatGPT. This study explores potential opportunities and threats that ChatGPT poses to overall education from the perspective of students and educators. Furthermore, for programming learning, we explore how ChatGPT helps students improve their programming skills. To demonstrate this, we conducted different coding-related experiments with ChatGPT, including code generation from problem descriptions, pseudocode generation of algorithms from texts, and code correction. We also verified the generated codes with an online judge system to evaluate their accuracy.

The transition from undergraduate dental student to the actual practicing dentist is a crucial phase and ensuring the preparedness of graduates for the complexity and demands of contempo-rary dental practice is a challenging task. This study aimed to evaluate the self-perceived prepar-edness of undergraduate dental students and house officers in the dental colleges of Pakistan. Cross-sectional national study was planned to collect the information from dental students and new graduates in Pakistan. The pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS) was used. Purposive sampling technique was utilized to recruit house officers and undergraduate dental students from 27 dental schools in Pakistan. The data analysis was car-ried out using the R statistical environment for Windows (R Core Team, 2015). The total of 862 responses with 642 females and 219 males were analyzed in the study. Overall, clinical skills score was 30.56+9.08 and score for soft skills was 30.54+10.6. The mean age of the participants was 23.42+1.28. Deficiencies were reported in various soft skills and clinical skills attributes.The results highlighted the strengths and weaknesses of dental students and new graduates in Pakistani den-tal institutions. The findings may be used to further develop and strengthen teaching and training of dental students in Pakistan.

This article examines older physical education (PE) teachers’ wellbeing over the course of their career in Finland. The study highlights challenges to physical and mental functioning as well as how teachers respond to these challenges. The six interviewees were over 55-year-old PE teachers, whose career had lasted for more than 30 years. Qualitative methods were used in the collection, transcription and analysis of the research data. The qualitative analysis consisted of a series of interpretations that visualised the world described by the interviewees. All the research participants had physical problems that affected their teaching and make teachers consider a potential career change. To be able to teach, teachers adapted their ways of working according to the challenges brought by age and injuries. The research participants found that the challenges caused by musculoskeletal problems and ageing were an inevitable part of the profession. They emphasised the positive sides of the work: the profession permits varied workdays. In addition, the teachers noted that their work provides them with opportunities to remain physically fit. Teaching health education is a means to lighten the workload of older teachers. PE teachers enjoy their profession and are dedicated to it, despite all the challenges. The interviewed participants clearly experienced work engagement. Our development proposal for teacher education is that future PE teachers be informed about the risks involved in the profession. Such activity helps young teachers reflect proactively on the measures taken to maintain their functioning during their career and on perspectives related to the ways of working.

Education is the bedrock of any nation. It is essential for individual and societal growth and development. This triggers the demand for quality education which simultaneously increases with a growing demand for quality assurance. This study investigated the role of quality assurance in achieving the expected outcome of education in Bosnia and Herzegovina’s higher education system. Comparative development is looked at by examining other National Qualification Frameworks. The study was based on textual reviews and descriptive analysis on student enrollment and programs of studies. Unlike the global trend, it can be seen that student enrollment is on the decline in Bosnia and Herzegovina. It was found that quality assurance is an indispensable tool for strengthening the higher education system and for achieving the desired change and outcomes, that education offers. It was also found that study programs and curricula are pivotal for teaching and learning processes, and that a unified qualification framework is essential for achieving set objectives of education at all levels. The study recommended, among other things, that sound quality assurance systems as well as appropriate structure for monitoring and accreditation be put in place and be judiciously followed in order to achieve the desired outcomes in conjunction with the set objectives of higher education. Moreover, vital thoroughly analyzed pressures (i.e., democratic, economic, and systemic) barriers show signs of epistemological, political, and institutional barriers in the country.

Early education is critical for improving energy efficiency. The purpose of this study is to explore the feasibility of Interactive Cross-Border Classes to increase awareness of energy efficiency among middle school students. We designed and tested an Interactive Cross-Border class between Chilean and Peruvian 8th-grade classes. The classes were synchronously connected and all students answered open-ended questions on an online platform. Some of the questions were designed to check conceptual understanding while others asked for suggestions of how to develop their economies while keeping CO₂ air concentration at acceptable levels. In real-time, the teacher reviewed the students’ written answers and the concept maps that were automatically generated based on their responses. Students peer-reviewed their classmates’ suggestions. This is part of an Asia-Pacific Economic Cooperation (APEC) STEM Education project on Energy Efficiency using APEC databases. We found high levels of student engagement, where students discussed not only the cross-cutting nature of energy, but also its relation to socioeconomic development and CO₂ emissions, and the need to work together to improve energy efficiency. In conclusion, Interactive Cross-Border classes are a feasible educational alternative, with potential as a scalable public policy strategy for improving awareness of energy efficiency among the population.

This paper presents a brief account and rationale for implementation of competency-based learning in any form of management and leadership development programmes in South Africa. The fact that competency-based learning (CBL), also known as outcomes-based learning has been scrapped from the schooling system in South Africa is unfortunate as this method enhances critical thinking skills and practical problem-solving skills. This paper presents CBL as a model of meta-cognitive approach to learning that integrates both theory and practice into experiential learning through six dimensions, namely, active learning, constructive learning, cumulative learning, goal-oriented learning, learner-centred and curriculum design strategies. In the advent of the fast-paced global economy, managers and leaders need to seek those business schools that value real-time practical approach to curriculum for relevance and to maximize shareholder value through human resource development. This brief presentation ends by recommending an approach through CBL that fosters three critical pillars of leadership development, namely: intellectual, behavioural and emotional agenda.

Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between Early Childhood Education and Primary Education in Chile. The study was conducted in four Chilean schools, with the Transition Levels of Chilean Early Childhood Education (children aged 4 and 5) and the first two levels of Primary Education (children aged 6 and 7). Based on an ethnographic approach, we combined 22 ethnographic observation days spread over two consecutive years and 59 interviews of various types with children, educators, and parents. The results show structural-material limitations on school play that mainly affect children in Primary Education. Beyond, factors associated with routines, indications, and statements governing functioning and participation in this level tend to limit or prevent play, often considered a "non-legitimate" activity. Conclusions highlight the potentialities that children's restricted or resisted play can present in terms of learning.

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

Additive manufacturing (3D printing) and computer-aided design (CAD) still have limited up-take in biomedical and bioengineering research and education, despite the significant potential of these technologies. The utility of organ-scale 3D-printed models of living structures is widely appreciated, while the workflows for microscopy data translation into tactile-accessible replicas are not well developed yet. Here, we demonstrate an accessible and reproducible CAD-based methodology for generating 3D-printed scalable models of human cells cultured in vitro and imaged using conventional scanning confocal microscopy and fused deposition modelling (FDM) 3D printing. We termed this technology CiTo-3DP (Cells-in-Touch for 3D Printing). As a proof-of-concept, we created CiTo-3DP models of human pancreatic cancer cells and healthy dermal fibroblasts by using selectively stained nuclei and the cytoskeleton components (f-actin and α-smooth muscle actin). The production of dismountable sets of cellular components was al-so shown. The CiTo-3DP approach can be adapted to comprehensively present various cell types, subcellular structures and extracellular matrices. We envisage that the resulting CAD and 3D printed models could be used for further applications, including but not limited to in silico simulations for biology, medicine, pharmacological research, tissue engineering, morphometrical analysis, multiphysics modelling, education, rehabilitation of visually impaired people, and integration into virtual reality.

Background Postpartum hemorrhage (PPH) remains the leading cause of maternal mortality globally, necessitating focused attention from midwifery professionals. To mitigate severe complications and improve maternal outcomes, regular and effective training in PPH rescue techniques is essential. Aim To assess the efficacy of the combination of case-based learning (CBL) and problem-based learning (PBL) with simulation teaching methods to enhance the technical proficiency of midwifery trainees in managing PPH Methods This quasi-experimental study included 76 trainees who received PPH training at Peking University Third Hospital from March to July 2023; they were divided into two groups: the control group (n = 50), which followed traditional simulation training methods, and the research group (n = 26), which used a combination of CBL-PBL and scenario simulation. After training, all participants completed a questionnaire to evaluate their satisfaction with the training program and to measure improvements in clinical thinking, practical skills, relevant knowledge, team cooperation, and management abilities. Statistical analysis was conducted using unpaired t-tests and chi-square tests to compare the groups. Findings The combination of CBL-PBL with scenario simulation was found to be highly satisfactory compared with the traditional simulation training. This approach significantly enhanced self-assessed skills among midwifery trainees in the research group. Additionally, a majority of trainees expressed a preference for the inclusion of regular simulation exercises and detailed discussions on PPH cases in future training sessions. Conclusion Combining CBL-PBL with simulation practice is a more effective teaching method for PPH management training than traditional methods. Future studies should explore the implementation of regular PPH rescue skill training and its effectiveness in real clinical settings to substantiate these findings.

Skilled academic/medical writing is critical to research communication. The fundamental sections of a scholarly manuscript are introduction, methods, results and discussion. The introduction of a medical manuscript is aimed at briefing readers on the clinical extent and public health context of the research problem. It must justify the essentialness of the research to the scientific community and reveal any underlying research novelty. Skillfully conceived, designed and performed research protocols that are unskillfully presented can lose scientific credibility and impact. Without research communication skills authors would not be able to display the usefulness of their research for the scientific community. Generally, research communication or medical writing training/skills is underrepresented in curricular systems of medical schools globally. This can challenge publication quality and quantity of early-career authors/researchers. The author presents the academic experience he accumulated through peer review and supervision of vast manuscripts and theses. This article aimed at presenting a comprehensive roadmap for academic writing of the introduction and at identifying its common pitfalls.

This initial report of a longitudinal study of 192 English hospital nurses has measured Nursing Values (the 6Cs of nursing); Personality, Self-Esteem and Depression; Burnout Potential; Work-Life Balance Stress; ‘Hardy Personality’; and Intention to Leave Nursing. Correlational, component and cluster analysis identifies four groups: “The Soldiers” (N = 79) , with medium scores on most measures, who bravely ‘soldier on’ in their nursing roles, in the face of numerous financial cuts to the National Health Service, and worsening nurse-patient ratios; “Cheerful Professionals” (N = 54), coping successfully with nursing roles, and a variety of challenges, in upwardly mobile careers; “High Achievers” (N = 39), senior nurses with strong profiles of a ‘hardy personality’, and commitment to fundamental nursing values; “Highly Stressed, Potential Leavers” (N = 20), with indicators of significant psychological distress, and difficulty in coping with nursing role challenges. We propose a model of co-counselling and social support for this distressed group, by nurses who are coping more successfully with multiple challenges. We discuss the role of nurse educators in fostering nursing values, and developing and supporting ‘hardy personality’ and emotional resilience in recruits to nursing. This study is framed within the disciplinary approach of Critical Realism, which identifies the value basis for research and dialogue in developing strategies for social change.

This review article seeks to systematically identify appropriate ways to measure managerial skills. The systematic literature review was conducted according to the criteria in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guide, and the eligibility criteria were declared through the PICOS tool (population, interventions, comparators, outcomes and study); a tool based on 6,803 records identified bibliometrically in the Web of Science database. The literature review stages determined a reduced set of articles that presented valid and reliable measurement scales covering some determinant constructs on managerial skills for employability such as fundamental, emotional, managerial, leadership, decision-making, communication and teamwork skills.

Keywords: Academic Trends; Energy Consumption; Higher Education Institutions; Systematic Literature Review; Scholarly output; University buildings

BACKGROUND: Few studies have examined the use of immunoassay urine drug testing of cancer patients in palliative care clinics. OBJECTIVES: We examined the frequency of immunoassay urine drug test (UDT) abnormalities and the factors associated with aberrancy at a safety-net hospital palliative medicine clinic. METHODS: A retrospective review of the electronic medical records of consecutive eligible patients seen at the outpatient palliative medicine clinic in a resource-limited safety net hospital system was conducted between September 1, 2015 and December 31, 2020. We collected longitudinal data on patient demographics, UDT findings, and potential predictors of aberrant results. RESULTS: Of the 913 patients in the study, 500 (55%) underwent UDT testing, with 455 (50%) having the testing within the first three visits. Among those tested within the first three visits, 125 (27%) had aberrant UDT results; 44 (35%) of these 125 patients were positive for cocaine. In a multivariable regression model analysis of predictors for aberrant UDT within the first 3 visits, non-Hispanic White race (odds ratio [OR]=2.13; 95% confidence interval [CI]: 1.03-4.38; p=0.04), history of illicit drug use (OR=3.57; CI: 1.78-7.13; p< 0.001), and history of marijuana use (OR=7.05; CI: 3.85-12.91; p< 0.001) were independent predictors of an aberrant UDT finding. CONCLUSION: Despite limitations of immunoassay UDT, it was able to detect aberrant drug taking behaviors in a significant number of patients seen at a safety net hospital palliative care clinic, including cocaine use. These findings support universal UDT monitoring and utility of immunoassay-based UDT in resource limited settings.

ChatGPT, a freely-accessible AI language model designed to generate human-like text responses to users, has been utilized in several areas, such as healthcare industry, to facilitate interactive dissemination of information. Academic advising has been an important factor in promoting success among university students, particularly those from disadvantaged backgrounds. Unfortunately, however, student advising has been marred with problems, with the availability and accessibility of advisors being among the hurdles. The current study explores how ChatGPT might serve to make academic advising more accessible, efficient, and even effective. Researchers compiled a list of questions frequently asked by current and prospective students in a teacher education Bachelor’s degree program in the United States. Then, the questions were typed into the free version of ChatGPT and the answers generated were evaluated for their content and delivery. ChatGPT generated surprisingly high-quality answers, written in an authoritative yet supportive tone, and it was particularly adept at addressing general career-related questions comprehensively, such as career outlook. We argue that ChatGPT may complement, but not replace, human academic advisors and it may very well promote educational equity through empowering students from a wide range of backgrounds with the means to access effective advising.

In addition to the subject-matter theoretical knowledge acquired during undergraduate and especially postgraduate studies future young scientists must also acquire the accompanying academic skills. This skillset will enable them to plan and conduct research in accordance with the scientific method, but also to present the results of that research in suitable forms. No result and no new knowledge derived from research is valuable in itself, as long as it is not presented to the scientific community and society as a whole. This dissemination is most often done through the peer-reviewed publishing in scientific journals. Hence acquiring the skill of writing scientific publications must be an integral part of education, eg. part of the acquired academic skills. However, currently that is not the case in all scientific environments and a significant number of (young) scientists and researchers do not possess all the necessary knowledge and skills to write academic articles, especially when it comes to the standard form and technical preparations. This skill-gap often results in a significant number of submitted papers to be rejected or sent back for resubmission even before they reach the Editor's desk. In an effort to provide an academic-writing-skill resource for young academics in the field, this article, points out the general principles of a well-written and prepared paper, indicates the most common errors and omissions, and suggests ways to prevent them. In addition, the article is considering the current state of academic skills in, primarily, less developed scientific environments. and the causes of such a state.

Higher education teaching staff members need to build a scientifically accurate and comprehensive understanding of the function of the brain in learning to optimize teaching and achieve excellent student learning. An international consortium developed a professional development six-module course on educational neuroscience and online community of practice applying design thinking. A mixed methods research design was employed to investigate the attitudes of thirty-two (N=32) participating academics using a survey comprising eleven closed and open questions. Data analysis methods included descriptive statistics, correlation, generalized additive model and grounded theory. The overall evaluation demonstrated a notable satisfaction level with regard to the quality of the course. Given the power of habits, mentoring and peer interactions are recommended to ensure the effective integration of theoretical neuroscientific evidence into teaching practice.

Social and academic integration variables have shown to be relevant for the understanding of university dropout. However, there is less evidence regarding the influence of these variables on dropout intention, as well as predictive models that explain their relationships. Improvements in this topic become relevant considering that dropout intention stands as a useful measure to anticipate and intervene on this phenomenon. The objective of the present study was to evaluate a predictive model for the university dropout intention that considers the relationships between social and academic variables, during the first university semester of 2020. The research was carried out using a cross-sectional associative-predictive design, with a convenience sampling (n=711) due the restrictions of pandemic period. The results showed a good fit of the proposed hypothetical model that explains 38.7% of dropout intention. Both social support and perceived social isolation predicted the sense of belonging, and through it, engagement. Previous academic performance predicted early academic performance, and through it, engagement. The set of variables predicted the intention to quit, through engagement. These results are a contribution both to the understanding of the phenomenon and to guide potential interventions in the early stages of the university experience.

Digital dentistry, including CAD/CAM dentistry, is perhaps the most disruptive innovation in dentistry to date. The rapid development of digital dentistry technologies over the past several decades has enabled clinicians to improve patient care by significantly reducing the time necessary for the restorative phase of treatment. Advancements in intra-oral scanning and computer-aided design and manufacturing (CAD/CAM), in conjunction with new dental CAD/CAM ceramic materials, have simplified patient care and made same-day dentistry a reality. This review aims to present the most recent advancements described in current literature as well as to document the successful implementation of digital dentistry into a predoctoral program. The overall process of CAD/CAM same-day dentistry and the accompanying advancements in software and materials were presented and discussed. Implementation of technology and personnel requirements were reviewed. CAD/CAM dentistry has been influential in shaping and improving dental practice and education, and this influence will only continue with time.

Medical Device Design process carries a high responsibility when defining the characteristics of the object for its correct interaction with users. This study presents a proposal for the improvement of the medical device design processes, in order to increase user acceptance, considering two key factors: the hierarchy of users and the relationship with the patient's health status. The goal of the study seeks to address this research gap and raise design factors with practical suggestions for the design of new medical devices. The results obtained will help medical device designers in the development stage to make more informed decisions about the functions and features required in the final product; As well, in the design process didactics, demonstrating the importance of the correct execution of the process, and how the factors considered can generate an impact on the final product. An experiment was carried out with Forty design engineering students, who designed birthing beds, with two design processes, the traditional product design process, and the new design process based on hierarchies (proposed in this study). The results showed that there is a significant increase in user acceptance with the new birthing bed that was developed with the hierarchical based design process.

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.

Abstract: Nutritional interventions have beneficial effects on certain psychiatric disorder symptomatology and common physical health comorbidities. However, studies evaluating nutritional literacy in mental health professionals (MHP) are scarce. This study aimed to assess the degree of self-rated training and literacy relating to nutrition in MHPs. We conducted a cross-sectional survey across 52-countries. Surveys were distributed via colleagues and professional societies. Data were collected regarding self-reported general nutrition knowledge, nutrition education, learning opportunities, and the tendency to recommend food supplements or specific diets in clinical practice. In total, 1056 subjects participated in the study: 354 psychiatrists, 511 psychologists, 44 psychotherapists, and 147 MHPs in-training. All participants believed the diet quality of individuals with mental disorders was poorer compared to the general population (p<0.001). The majority of the psychiatrists (74.2%) and psychologists (66.3%) reported having no training in nutrition. Nevertheless, many of them used nutrition approaches, with 58.6% recommending supplements and 43.8% recommending specific diet strategies to their patients. Only 0.8% of participants rated their education regarding nutrition as ‘very good’. Almost all (92.9%) stated they would like to expand their knowledge regarding ‘Nutritional Psychiatry’. There is an urgent need to integrate nutrition education into MHP training, ideally in collaboration with nutrition experts to achieve best practice care.

Employees’ organizational commitment is considered to be a critical issue in higher educational setting for the success of its visions and goals, as well as to keep its employees motivation granted for achieving better work performance. This subject has therefore, been studied so as to draw attention to enhance effectiveness of higher educational institution in Ethiopia, particularly in reference to Haramaya University. The major objective of study was to find out the level of academic staffs’ commitment. The study assessed whether significant difference exist in academic staffs’ commitment level in terms of their gender and level of education. Researchers used cross-sectional research design and both primary and secondary data sources were used for the study; 242 participants were selected using stratified sampling technique. Questionnaire, focus group discussion and document review were used to collect data. The quantitative data were analyzed using descriptive and inferential statistics; and the qualitative data were also analyzed using narration methods of analysis. Study result showed there was moderate level of in overall commitment and in specific commitment dimensions among academic staffs. The study further indicated that there is no significance difference in commitment of academic staffs with reference to gender; however, a significant difference in commitment was existed in reference to level of education.

This article assumes that collaborators who adopt a positive-sum, prosocial perspective can build trust-based relationships, which is equivalent to collaborative ability (CA). To improve a collaborator’s CA, we anticipated that content based upon a model of positive-sum collaboration, founded upon ancestral behaviours presented as social norms, might alter a zero-sum, proself, collaborator’s perspective. However, we also postulated that learner’s willingness to engage in positive-sum content may rely on pre-existing prosociality. Intervention participant’s prosociality was assessed via self-assessment of their emotional intelligence (EQ), quality of life (QoL), and goal orientation (GO). Learner’s engagement in online content was assessed by the three stage reached: examine website front matter; examine website content; learn website content. Tukey’s multiple comparison showed a statistically significant difference between stages one and three, in the mean of respondent’s self-assessed QoL. This suggests that participants who wished to learn content had, on average, higher quality of life, and potentially therefore greater prosociality. In general, these findings support a claim that any intervention designed to increase individual prosociality may need to consider the target population’s reticence to engage.

Since the college years represent an important period for forming oral health behaviors during adulthood, it is important that college students establish proper oral health-promoting behaviors. Therefore, this study aims to identify the effects of oral health education experience, knowledge, and practice behaviors on oral health care self-efficacy among college students, as studies related to this topic are scarce. A total of 236 college students participated in a questionnaire survey comprising 21 questions. The collected data were analyzed through a chi-square test, independent-samples t-test, and logistic regression analysis using SPSS version 22.0. Participants with oral health education experience showed higher levels of oral health knowledge and practice behaviors than those who did not, and the odds of them having oral health care self-efficacy was 3.743 higher. Moreover, a one-unit increase in oral health knowledge and practice behaviors was associated with a 1.199 and 1.351 increase in oral health care self-efficacy, respectively. For oral health promotion among college students, oral health care self-efficacy reinforcement programs tailored to college students should be developed. These should focus on expanding oral health education opportunities to promote improvement in oral health care self-efficacy by strengthening oral health knowledge and the motivation to practice oral health behaviors.

This research explores the transformation of learning methodologies from traditional to modern approaches, focusing on the development of a gamified educational application with an Artificial Intelligence (AI) mentor for secondary school graduates preparing for Croatian state graduation exams. Traditionally, education has been marked by a passive student role and teacher-centric transmission of knowledge. In contrast, modern learning tools, such as gamified applications, introduce interactive and engaging elements. The purpose of this study is to identify user-centric learning approaches through a comprehensive survey of graduating students, assessing their readiness for exams, learning styles, and preferences. The research explores issues such as financial burdens on parents for preparatory courses and copyright concerns with external educational materials. In summary, the learning application should prioritise sustained knowledge retention, motivation, and stress reduction, offering an alternative to external preparatory courses. Conclusions underscore the importance of fostering an engaging learning environment, incorporating teacher-like elements, and aligning with user expectations. As digital technology positively impacts the learning experience, understanding user preferences is crucial in designing educational apps that cater to learners' needs. The study provides insights for developing a gamified learning application that not only prepares students for exams but also enhances long-term knowledge acquisition and engagement.

This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.

This paper aims to stress the nexus between sustainable development, economic freedom and local participatory democracy in 21 European smart cities. The development of smart cities is strongly correlated with technological advancements and improved access to pub-lic services for all residents. Furthermore, smart cities are characterized by efficient man-agement of social, economic and environmental resources and a strong partnership be-tween the public and private sectors. The paper aims to map the dynamics of local partic-ipatory democracy in European smart cities and to identify several relevant predictors of local participatory democracy. The sample is represented by 21 European capitals (20 EU countries plus UK), which are included in the Smart City Index (SCI). Using the quantita-tive design based on both statistical regressions and structural equations modelling (SEM), the paper shows positive statistical correlation between economic factors, sustainable de-velopment, political culture, education and the level of local participatory democracy. Be-sides the exogenous variables, the study emphasized the main priority areas, which might be seen as urgent issues for local governments. The conclusion of the paper underlines the fact that economic freedom, sustainable development, upper secondary education, afford-able housing and an increased level of citizens’ engagement could predict further evolu-tions of the local participatory democracy in 21 European capitals.

This study examined the status of Education for Sustainable Development (ESD) practices and the understanding of Sustainable Development (SD) among Saudi kindergarten teachers in a specific governorate. Two hundred twenty-seven kindergarten teachers participated, and data was collected through a questionnaire. The results indicated that most kindergarten teachers (89.9%) were unaware of SD. The overall status of ESD practices among the participating teachers was weak, with an average score of 2.60 out of 4. Among the different dimensions, values (2.74), competencies (2.69), and practice (2.65) obtained relatively higher scores, while the content dimension (2.49) received the lowest score. Significant differences were found in the mean scores of ESD practices based on teachers’ qualifications and the type of school. However, no differences were observed based on experience. The lack of awareness regarding SD emerged as the primary barrier to implementing ESD in kindergarten institutions. Expanding teacher training was identified as the most crucial step in promoting ESD in kindergartens. The findings highlight the importance of raising awareness among Saudi kindergarten teachers about SD, providing professional development opportunities to enhance ESD implementation in classrooms, and creating teaching materials aligned with ESD principles.

This study investigates how digital alchemy can enhance literature and language teaching through a combination of online and face-to-face learning. It uses constructivist learning theory and the SAMR model to examine how digital tools and resources can transform learner engagement, critical thinking, and creativity. The study gathered data from interviews, focus groups, and document analysis with 30 participants from private HEI schools. The results show that digital alchemy through blended learning allows learners to personalize and collaborate in their exploration of various literary texts. However, the study also identifies some challenges related to resource availability and educator training. The study emphasizes the importance of using digital alchemy in literature and language teaching and suggests some ways for educators, administrators, and policymakers to effectively use digital tools and resources for student-centered teaching methods in the digital era.

Body Expression (BE) has been defined in the past decades as a discipline within Physical Education (PE) with very particular characteristics and a strong emotional component. In this study, a programme of this discipline was applied to university Physical Activity and Sports Sciences (PASS) students from six consecutive academic years: three prior to and three during the pandemic. A pre-post design was used to determine how the BE programme affected the university students' self-concept (SC). To do so, a questionnaire with a multidimensional approach to this construct was administered, whose dimensions were closely related to the BE programme's characteristics. The results revealed significant improvements in the final SC, compared to the initial SC. Men reported lower SC values than women before the programme implementation, but higher at the end. Therefore, the change was larger in men, so the programme may have had an equalising effect between groups. It was also verified that the pandemic had particularly affected women.

Passive and forced drinking harm was prevalent but less recognized in Chinese adolescents. We educated adolescents on such harm to reduce their intention to drink. Students (n=1244) from 7 secondary schools in Hong Kong participated in a video-based health talk on passive and forced drinking harm. Paired t-test was used to assess their change in knowledge of passive and forced drinking, health and social harm of drinking after the health talk. McNemar's chi-squared test and adjusted multivariable logistic regression (AOR) were used to assess their change in intention to drink and intention to quit. Students were less likely to drink (OR 0.29, 95% CI 0.19-0.42) and more likely to quit drinking (OR 3.50, 1.10-14.6) after the health talk. Increased knowledge of passive drinking was associated with less intention to drink (AOR 0.93, 0.90-0.97), increased knowledge of health harm (adjusted b 0.06, 0.05-0.08), and social harm of drinking (adjusted b 0.12, 0.10-0.16). Similar associations were observed in forced drinking (intention to drink: AOR 0.87, 0.79-0.96; health harm: adjusted b 0.16, 0.12-0.19; social harm: adjusted b 0.36, 0.28-0.43). We showed preliminary evidence that the health talk on passive and forced drinking reduced the intention to drink in adolescents.

The primary barrier to understanding visual and abstract information in STEM fields is representational competence the ability to generate, transform, analyze and explain representations. The relationship is known between the foundational visual literacy and the domain specific science literacy, however how science literacy is a function of science learning is still not well understood despite investigation across many fields. To support the improvement of students’ representational competence and promote learning in science, identification of visualization skills is necessary. This project details the development of an artificial neural network (ANN) capable of measuring and modeling visual science literacy (VSL) via neurological measurements using functional near infrared spectrometry (fNIRS). The developed model has the capacity to classify levels of scientific visual literacy allowing educators and curriculum designers the ability to create more targeted and immersive classroom resources such as virtual reality, to enhance the fundamental visual tools in science.

Over the last few decades there has been an exponential growth in IT, motivating IT professionals and scientists to explore new dimensions resulting in the advancement of artificial intelligence and its subcategories like computer vision, deep learning and augmented reality. AR is comparatively a new area which was initially explored for gaming but recently a lot of work has been done in education using AR. Most of this focuses on improving students understanding and motivation. Like any other project, the performance of an AR based project is determined by the customer satisfaction which is usually affected by the theory of triple constraints; cost, time and scope. many studies have shown that most of the projects are under development because they are unable to overcome these constraints and meet project objectives. We were unable to find any notable work done regarding project management for augmented reality systems and application. Therefore, in this paper, we propose a system for management of AR applications which mainly focuses on catering triple constraints to meet desired objectives. Each variable is further divided into subprocesses and by following these processes successful completion of the project can be achieved.

The present study is an attempt to investigate the factors behind spinsterhood, the sort of perception popular mindset hold on spinsters and the consequences of being a spinster. It starts with a theoretical part as a background to the topic. Then, it moves to the practical part where the study depends a field work for testing the constructed hypothesis. The field work is conducted through distributing quiet a big number of representative questionnaires. Briefly, the findings proved that the majority of respondents, 51/° believe that the society considers spinsters as those who had never been proposed to. Moreover, 52/° of respondents believes that spinsters are old women who had never been married. Both may imply a negative connotation set by society and culture for unmarried women. As to the factors behind spinsterhood, the findings proved that the majority of the respondents, 75/° refer spinsterhood to the fact that women prioritize their education and careers on marriage. For the consequences of spinsterhood, the major result demonstrates that 53/° of respondents believe that spinsters’ isolation and embarrassment is one major impact of spinsterhood.

The research aims to examine the extent to which the perceived organizational support (POS) predicted career related self and environmental exploration via the mediation effect of career adaptability. Multi-group comparisons based on the gender, majors and places of origin were also performed to evaluate the differences among these variables. An internet survey was conducted to collect empirical data from 611 Chinese undergraduates. Structural equation modeling (SEM) was conducted to demonstrate the proposed relations in the model and multiple group analysis. Clearly supported was the direct relations between POS and career related self and environmental exploration and the mediation effect of career adaptability. The results also showed that gender and major are the moderating variables for the proposed model, and no significance difference among the rural and urban subgroups was found. POS could be effectively delivered to students in general, marginalized social groups, such as females and those majored in the humanities and social sciences in particular. Four dimensions of career adaptability (concern, control, curiosity and confidence) could also be targeted at in order to promote students’ sustainable employment. The findings provide a better understanding of the career construction model by incorporating the contextual factor in a collective cultural environment.

Keywords: gender equality policy; initial teacher education; teacher educators’ perceptions; gender perspective; university teaching; sustainable development; SDG5; SDG4.

This paper used the decolonial theory to analyse provision of Assistive Technology and assistive devices at an institution of higher education in South African. It was an empirical study, in which data were collected through interviews with students with disabilities and the Disability Rights Centre staff members. The paper sought to understand the invisible hidden implications of provision of Assistive Technology and assistive devices. The finding was that it is students with disabilities who were provided with Assistive Technology and assistive devices at the institution. The institution provided them through the Centre, to support their learning. However, this way of provision was found to be stigmatising and segregative. Furthermore, while the provision on one hand enabled students with disabilities’ learning, on the other, it constrained it. The argument of the paper is that when provision of Assistive Technology and assistive devices is for a particular group of students it defeats the whole purpose for it is intended, and could hinder rather than promote learning. It is hoped that the paper will contribute to contemporary debate on provision of Assistive Technology and support services for people with disabilities in low resource settings, from a South African context specifically, and in higher education broadly.

The objectives of this study are threefold. First, we evaluate the applicability of the information–motivation–behavioral skills (IMB) model for predicting organic food purchase intention (OFPI) in adults with chronic conditions. Second, we examine the indirect effects of organic food knowledge, attitudes toward organic food purchase, and subjective norms on OFPI through self-efficacy. Third, we examine whether these indirect effects are moderated by gender and educational attainment. Data were collected from Indian adults with chronic conditions using a self-administered questionnaire. The results show significant indirect effects of organic food knowledge, attitude toward organic food purchase, and subjective norm on OFPI through self-efficacy. Moreover, the mediating effect of knowledge was moderated by gender and education attainment, with the effect being stronger for females and among individuals with a lower level of education. Organic food marketers, social marketers, and public health agencies promoting organic food consumption to people with chronic conditions should aim to increase their confidence in comprehending organic food. This study contributes to the literature by assessing the applicability of Fisher and Fisher’s (1992) IMB model in understanding behavioral intention toward organic food.

To resolve problems in the dietary life of university athletes, education is essential for enabling athletes to change their own dietary behavior. The purpose of this research, it was decided to verify the effectiveness of sports nutrition education based on self-determination theory (SDT). Methods, the subjects were thirty-six male university rowers. A stratified randomized comparison test was conducted by student year (SDT group and control group). Sports nutrition education was held three times, via an Internet conferencing system. Furthermore, group work over social media was used for the SDT group. Four evaluations were carried out based on anthropometric measurements, brief-type self-administered diet history questionnaire (BDHQ),sports nutrition knowledge (SNK), and treatment self-regulation questionnaire (TSRQ). Results, for the intra-group factor "Protein," a significant difference was evident in the self-determination theory group (50.0±28.5, 78.6±28.1, 81.0±21.5, p<0.000, units: %), and there were significant differences between after and before, and between three months after and before (p=0.002, p=0.002). For BDHQ, significant differences were evident for green/yellow vegetables, fruits, and dairy between after and before for the self-determination theory group (159.1±74.2-126.7±70.6, p=0.009, 306.0±196.2-195.2±146.1, p=0.020, 257.0±147.0-183.3±167.9, p=0.040, units: g). In conclusion, sports nutrition education based on SDT improved dietary knowledge and increased dietary intake.

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

The ability to self-direct a research program determines graduate degree completion. Yet, research on incompletion of graduate physics programs assume students’ present level of self-direction adequate and neglects to recognize a lack of self-directed learning as key. One theoretical mathematical physicist focused on changing this challenge of physics graduate education by promoting self-directed learning through the type research flow that has been found to bring the greatest satisfaction to researchers with respect to their insights. This he provided through his space, time, open mindedness and theoretical contributions with his students and in collaboration with his colleagues. A self-directed learner himself, David J. Rowe developed methods of mentoring for encouraging physics graduate students to recognize symmetry as valuable in identifying solutions to problems quickly—helping these students take the lead in finding insightful resolutions to complex, multidimensional, mathematical physics uncertainties. How Rowe set about supporting self-directed learning in his graduate physics education interactions will be examined with the use of narrative research to interpret the texts and conversations with the author he made available. His techniques will be presented and recommendations made regarding how Rowe’s work in this regard can be modeled to improve self-direction in STEM graduate education.

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

The European Union of Aquarium Curators (EUAC) includes 150 members and is an important association for the European public aquarium community. Since 2004, over one quarter of a million euros were awarded by the EUAC Conservation Fund to approximately 50 projects, which spanned across the globe. While projects varied greatly in content and scope, several achieved a significant impact in local populations and/or their focus species. This paper reports on results achieved by these conservation efforts and what improvements can be made, to ensure that the funding is indeed invested in conservation efforts per se. Perhaps the most valid conclusion to be drawn from the list of projects covered in this work is the fact that, regardless of the outcome, as far as preservation of the species are concerned, local communities were actively engaged in a subject that would, otherwise, remain unknown to them. Additionally, these EUAC funded projects highlight how public aquarium activities reach far beyond the acrylic panels surrounding the tanks and indeed the walls of the institution, as they spread around the world and raise awareness within local communities to preserve biodiversity. These results further suggest that a future direction for EUAC, as well as the public aquaria it consists of, could – indeed should - include more strenuous lobbying with legislating bodies, to ensure more adequate – and stronger – in situ conservation measures. In conclusion, with so many doubts being raised by different movements about the existence of aquaria and zoos, it is important that the public is aware that it is their visit to see the ambassadors of different species of animals that supports the funding of many of these pilot projects that aim to preserve species in their natural environment.

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

Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty and inequity. The capacity to collaborate globally on addressing these issues remains weak. This systematic review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarises key findings of the English language literature in the period 1994-2020 identified with the search terms “global learning” and “sustainable development”, sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research

Combined awareness about the power and limitations of bioinformatics and molecular biology enables advanced research based on high-throughput data. Despite an increasing demand for scientists with a combined background in both fields, the education in dry lab and wet lab is often separated. This work describes an example of integrated education with focus on genomics and transcriptomics. Participants learn computational and molecular biology methods in the same practical course. Peer-review is applied as a teaching method to foster cooperative learning of students with heterogeneous backgrounds. Evaluation results indicate acceptance and appreciation of this approach.

The sustainable development of our world has gain particular attention of a wide range of decisional factors, civil society, business sector, and scientific community, seeing that the prosperity of people and society is possible with the aid of sustained and inclusive economic growth of all countries and regions. Educational environment has a decisive impact on changes in the way that societies are coping with national, regional, and global challenges and opportunities brought by sustainable development. Looking at the implications of HE on the progress of society, the paper addressed the lack of HE institutional capacity to integrate the principles and practices of sustainable development into all aspects of education and learning. The scope of research problem was bounded on the capability of HEI as organization and school to act as entrepreneurial university by combining the scope of its responsibility within the value chain through a practical and effective mechanism needed to align the strategy with sustainable development goals (SDGs). Embarking on the path of SDGs requires HEI to design, launch, implement, and customize specific processes architectures to govern the advance of sustainability approach. The authors applied the process scoping diagram to capture and conceptualize the educational model needed to guide the HEI through the process of change to embrace sustainability into organizational culture and daily operations. It has been used the SIPOC method (Supplier, Input, Process, Output, Customer) with Visio software tool to articulate processes relationships embedded in the educational model of HEI. The benefits relied on the organized view of the work processes needed to be performed to incorporate SDGs into the strategy of any entrepreneurial HEI. Finally, the authors shared their views on the scalability of the model which may be customized and harmonized in accordance with different HE circumstances and priorities. Implementing the proposed educational model requires long-term institutional commitment, transparency, continuous performance improvement, and communicating the strategy for SDGs and its achievements to wider stakeholders.

This paper presents an Application Based Active Learning (ABAL) methodology on Power Electronics (PE) and Electric Machines (EM) as a hybrid laboratory course for the undergraduate students to design and implement the real-world engineering problems. The ABAL is a type of active learning which is a branch of Learner-centered teaching (LCT). The DC/DC converter along with the speed control of DC separately excites the motor. In addition, a DC/AC converter is designed to control the speed of an induction motor. The results are then investigated on a hardware platform under the ABAL experimental methodology. This paper also discusses the problem identification selection of the equipment, circuit design, hardware mounting and critical analysis of the results acquired from the hybrid laboratory. The ABAL methodology was evaluated based on student satisfaction, feedback, grades and interest to solve the real-world problem rather than cramming the engineering concepts and fulfill so-called lab routine and tasks

People must have particular personality traits and social resources, also known as health literacy, in order to access, comprehend, and use information to make decisions about their health. Patients' ability to engage in complex disease management and self-care is strongly related to their level of health literacy. It can help us stay healthy by preventing illness and effectively managing existing illnesses. People with low health literacy (LHL) may find it difficult to manage their condition and prevent illness, which may lead to increased use of healthcare services. Furthermore, LHL is associated with increased hospitalizations, increased use of emergency care, decreased use of preventative services, and a worsened ability to understand labels and health messages, a worsened state of health, higher mortality, and more expensive medical care.