Interdisciplinary STEM and STEAM education give us an opportunity for creativity and educational innovation in a world scenario that needs training in which students can achieve all educational objectives and are prepared to achieve sustainable development. The rural environment with its land is a scenario that provides us with a range of educational resources for the development of STEM and STEAM projects in which students who are better trained and prepared for the needs of today's world are developed, as well as students who are more linked and sensitized to the environment, with the rural environment and its land, so important in our time.  In this article, we will collect examples from Latin America; STEM projects are being developed in which young people establish links with their environment, territory, and the local environment surrounding them. We must look carefully at projects and works in which students' ties with their land and environment are valued through the STEM and STEAM education necessary today. In this scenario, a comparison has been made between Latin American countries and Spain.

Background: Physical activity (PA) has paramount importance for achieving good health and an active lifestyle among university students. Quality physical education (QPE) program ensures the attainment of sustainability in PA. Motivation can be considered a critical factor in promoting PA in students. However, motivation alone cannot bring inclusivity unless quality aspects are not being incorporated thoughtfully into physical education (PE) programs. Aims: As such this study aimed at examining three research questions: i) do the motive of PA participation can be enhanced through the quality provision of PE programs in university settings ii) does the quality provision of PE help promote sustainable PA among adolescents? and iii) whether or not this carry-over process is influenced by gender. Methods: This cross-sectional study recruited N = 610 (male = 467) & female = 143) university students. Students who studied PE as one of their course subjects were only included in this study. They participated in > 27 different sports and had a mean age of 20.76 (SD = 3.47) years and a mean of 4.70 (SD = 4.93) years of athletic experience. Descriptive (mean, SD) statistics, Pearson’s correlation, and regression analysis were used to meet the objectives. To examine the variables’ differences in gender, data were then computed using a 2 (Gender) by 2 (Type of Sport: Individual vs. Team) MANCOVA, with the covariate being age. Results: The factors provided sound reliability scores and highlighted positive correlations between QPE and exercise needs satisfaction. However, the factors lacked establishing correlations with PA. The perceived competence for exercise needs satisfaction reported differences in sexes, with the male being scored higher. Furthermore, QPE did not show any significant differences in gender. In comparison to females, males showed higher mean scores in the PA. Conclusion: The provision of QPE is identified as a pivotal factor in determining the competence of exercise satisfaction among students. QPE provision was adequate in the university, however, it could not promote PA among females as expected.

In recent years, gamification has captured the attention of researchers and educators, particularly in science education, where students often express negative emotions. Gamification methods aim to motivate learners to participate in learning by incorporating intrinsic and extrinsic motivational factors. However, the effectiveness of gamification has yielded varying outcomes, prompting researchers to explore adaptive gamification as an alternative approach. Nevertheless, there needs to be more research on adaptive gamification approaches, particularly concerning motivation, which is the primary objective of gamification. In this study, we developed and tested an adaptive gamification environment based on specific motivational and psychological frameworks. This environment incorporated adaptive criteria, learning strategies, gaming elements, and all crucial aspects of science education for six classes of 3rd-grade students in primary school. We employed a quantitative approach to gain insights into the motivational impact on students and their perception of the adaptive gamification application. We aimed to understand how each game element experienced by students influenced their motivation. The findings of our study revealed encouraging results in terms of increased motivation and engagement among students, as well as the influence of different game elements when connected with an individual's profile based on a multidimensional adaptive framework.

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

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.

The aims of the study to analyze the influence of knowledge, attitude, education and gender of the head of the family for household preparedness against flood from Bengawan Solo River in Kedungdowo Village, Balen District of Bojonegoro Regency. The method used in this study is survey method. This study is explanatory observational research. Population studied is 85 head of families from Kedungdowo Village, Balen District, Bojonegoro Regency. The sampling method for collecting the data from the families is stratified random sampling. Data analysis methods used in this study are descriptive statistical analysis and logistic regression analysis with a 95% confidence level to identify the level of preparedness and the relationship between factors that affect preparedness. The findings shows that knowledge, attitude, education and gender significantly influence household preparedness against Bengawan Solo flood. Attitude is the most dominant variable that influenced household preparedness

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

Background: To compare photodynamic therapy 41 and the use of probiotics in reducing halitosis assessed through gas chromatography and microbiome analysis. Methods: Participants aged from 18 to 25 years, showing sulfide (SH2) ≥ 112 ppb on gas chromatography, were selected. They were divided into 4 treatment groups: Group 1 - Tongue Scraping; Group 2- Antimicrobial Photodynamic Therapy (aPDT); Group 3- Probiotics; Group 4- Antimicrobial Photodynamic Therapy (aPDT) and Probiotics. The halimetry process was performed before, immediately after the treatments, 7 days, 14 days and 30 days after the initial collection. The collections for later microbiological analysis were made along with the halimetry, for the microbiome analysis. Results: Treatment with aPDT or probiotics under these experimental conditions was not able to change the bacteria present in the biofilm of the tongue. Conclusions: More research is needed to know the behavior of the oral microbiome in the presence of halitosis and the effectiveness of new treatments.

This work presents the study of a reproducible acoustic emission method based on the launching of a metallic sphere and low-cost piezoelectric diaphragm. For this purpose, tests were first conducted on a carbon fiber-reinforced polymer structure, and then on an aluminum structure for comparative analysis. The Pencil Lead Break (PLB) tests were also conducted for comparisons with the proposed method. Different launching heights and elastic deformations of the structures were investigated. The results show higher repeatability for the sphere impact method, as the PLB is more affected by human inaccuracy, and it was also effective in damage detection.

Leisure education has the potential to improve quality of life and prepares students for social par-ticipation after graduation. This study aimed to elucidate the perspectives of special education teachers regarding leisure instruction. This study surveyed 538 teachers from 10 special needs schools for students with intellectual disabilities in Prefecture A, a rural area of Japan. An online survey was conducted from October 21 to November 17, 2023. The survey items were based on 13 aspects of leisure instruction identified from a literature review related to leisure instruction in Japan and a qualitative analysis of interviews with high school teachers in special needs schools for stu-dents with intellectual disabilities. The results showed that “The ability to pass time during brief periods of free time,” “Various activity experiences that lead to leisure,” and “Knowing one’s strengths and weaknesses in activities” were significantly more important during school. Con-versely, “understanding the psychological importance of leisure,” “connecting with organizations that support leisure activities,” and “finding places to engage in leisure activities” were significantly more important after graduation. The results of this study will be used to identify gaps in percep-tions between special education teachers and vocational rehabilitation practitioners responsible for post-social participation support.

The technological revolution has contributed significantly to environmental and social issues worldwide. In higher education institutions, there is a theoretical gap in systematic reviews on the integration of digital transformation into sustainability. This systematic review of the literature aims to address this gap by exploring how digital transformation improves sustainability in higher education institutions, identifying emerging trends and best practices for effective strategies. Using the PRISMA guidelines, the study conducted a comprehensive search in the Scopus database, producing 1,686 publications from 2019 to 2024. The findings reveal a widespread awareness of digital technology integration but highlight a lack of consensus on sustainable integration strategies. Furthermore, the results demonstrate that educational achievements can be enhanced through tools and methodologies that align with the Sustainable Development Goals of the United Nations. The analysis identifies three primary domains: sustainability capabilities enabled by digital transformation, innovative sustainable approaches, and the conceptualisation of sustainability in higher education. The incorporation of digital tools, such as AI chatbots, institutions foster innovation and achieves sustainability objectives, thus transforming teaching and learning approaches. This review contributes significantly to understanding the role of digital transformation in promoting a sustainable and digitally enabled future in higher education.

This study focuses on the use of gamification, specifically the UrbanGame activity, to enhance heritage education related to the Spanish Civil War bombings in Alicante. The research aims to evaluate the effectiveness of active methodologies in raising cultural heritage awareness among university students. By employing a combination of collaborative work, meaningful learning, problem-based learning, discovery learning, concentration, and motivational strategies, the study involved 122 students from primary and secondary education programs. The methods included the design and implementation of the UrbanGame, followed by surveys to collect quantitative and qualitative data on students' perceptions, satisfaction, and learning outcomes. The results indicated that while collaborative work did not have a significant impact on content comprehension, skill acquisition, or value acquisition, meaningful learning showed a positive trend towards content comprehension. Problem-based learning had a weak but notable relationship with content comprehension, while motivation and concentration significantly influenced learning outcomes. Additionally, the UrbanGame activity promoted memory and cultural heritage by emotionally connecting students with local history. The findings suggest that an integrated approach that combines various active methodologies is essential for maximizing educational effectiveness and cultural promotion.

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

Architectural Education (AE), as a multidisciplinary field of knowledge, has been through various learning forms, and several learning theories have been adapted to respond to progressive change in the learning environment context and increasing demand for a sustainable built environment. However, it is noticeable that there needs to be more research collaboration efforts among architecture schools and more focus on practice sessions in AE. Therefore, this systematic literature review intends to synthesize the most dominant challenges and examine trends in AE during the early decades of the twenty-first century. This study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as the review protocol. The keywords have been identified and searched in Scopus and Web of Science (WoS) databases. The authors analyzed ninety-six articles between 2000 and 2023 based on the inclusion and exclusion criteria. The analysis of the relevant articles provided valuable insights into research intention. The review reveals the four main themes in AE, namely (1) learning approaches, (2)technology innovation, (3) sustainability, and (4) history. Furthermore, the researchers discuss experiential learning, blended learning, e-learning, and online learning as the most used learning methods in architecture schools. More research on art, social context, and the physical built environment seems crucial for enhancing AE. This study comprehensively reviews the state of the art on AE by interpreting the most dominant architectural issues and learning challenges. The outcome is valuable for improving the learning environment in architecture schools.

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

Humanity is currently facing several global problems, such as global warming, air pollution, water pollution, deforestation, desertification and land degradation, which are connected to the consequences of negative human activity. One of the possible and effective institutional tools for environmental protection is the environmental education of the general population. It is a relatively well-known and used environmental protection policy tool that governments of all developed countries have in their instrument mix. This qualitative analysis assigned itself the task of investigating whether the ability of environmental education can be affected by certain neuropsychological diseases in addition to thinking about the psychology of environmental education at large. In order to fulfill this main task, the authors asked themselves the following research questions: 1st - Is pedagogical psychology identical and also applicable in the case of environmental education? And 2nd - What effect do some neuropsychological disorders have on the ability of environmental education? Based on the study, analysis, selection and comparison of current professional scientific works obtained from the research activities of current researches on this topic, it is possible to accept the premise that the psychology of environmental education is basically the same as the general psychology of education and that neuropsychological diseases do indeed affect the ability of environmental education similarly to scholarly education.

The increasing demand for sustainable products and services has become a constant requirement by the different stakeholders in an organization. Higher Education Institutions (HEI) have a crucial role in training conscious and competent professionals to lead these changes. Chemical analyses laboratories bring together the proper mix, where the adoption of mature and efficient management systems proves to be crucial not only to better train the institutions´ human resources but also to cooperate in recruiting research projects and other services to benefit society. Maturity models assist in the needed stages for sustainable growth to take place. This paper proposes a Maturity Model based on standardized norms to guide adjustments related to quality, risks, safety, and environment of chemical analyses laboratories in public higher education institutions. This research was done in four stages: theoretical research about Maturity Models, sustainability, and integrated management systems; survey with laboratories; case study at a chemical analyses laboratory of an HEI; and structuring and validating a maturity model. As a result of this, the model includes eight dimensions (Strategy, Leadership, Management, Operations, Continuous Improvement, Sustainability, Culture, and Integration), 31 subdimensions, and 204 management practices to assess and guide chemical analyses laboratories to sustainable maturity levels.

Creating environmentally sustainable oral healthcare culture requires embedding contents in dental curriculum. This study aimed to explore the current knowledge and drivers among dental students and educators regarding environmentally sustainable dentistry (ESD) in the United Arab Emirates (UAE) and identify barriers and enablers to embrace it. A cross-sectional survey using online questionnaire was carried out in undergraduate dental educational institutes. Data analysis included descriptive statistics and thematic analysis. Most students and educators were not aware of ESD content in their curriculum. However, the majority of educators were familiar with ESD concept, while students were mostly unfamiliar. Nonetheless, students largely agreed on its im-portance and their interest in learning it, as they view it relevant to their future practice. Educators agreed that the dental profession has a responsibility to be environmentally friendly and expressed desire in introducing ESD content into the curricula. Several barriers were reported such as lack of knowledge, curriculum space, educational resources, and time. Meanwhile, enablers included providing training and resources. There is no explicit presence of ESD content in the dental curricula. Regardless of the lack of in-depth knowledge among educators and more so with students, they both have positive views toward incorporating ESD into dental curricula.

Temperature increases mediated through climate change threaten the survival of species. It is of foremost importance to engage citizens and future generations in understanding the mechanisms through which temperatures imposes its affect. For educators though this is not straight forward as tools for examined the impact of temperature over the lifetime of an animal are prohibitively expensive. At the same time environmental educators need guidance on the appropriate study systems to use with a balance between the species having an obvious response and ensuring the outcomes are ethical and sustainable. In our study, we created and tested a cost-effective experiment meant to be used for environmental education purposes. More specifically, we tested the sensitivity of the Painted lady butterfly Vanessa cardui to temperature variations using a homemade incubator. We describe the design of this experiment and report findings on survival rate, morphological variations, pupation time, and wingspan of adults across a range of biologically relevant temperatures. The information provided give educators options for testing a variety of hypotheses with regards to the impacts of temperature using an affordable and flexible set-up. Furthermore, the findings can be used by students to develop an understanding of the ramifications of the butterflies responses in an ecological context.

This paper examines the learning experience of an inter-faculty higher education course conducted in an expanded remote format, using digital space as facilitator. The study focuses on the implementation of personalized education, a pedagogical approach that emphasizes the diversification of resources, strategies, and actions to empower learners in assigning personal value and meaning to their learning journey. By presenting an action research project, this study highlights the pivotal role of personalized education in guiding the course design. To foster an engaging learning environment, the course incorporated open activities and leveraged tools and platforms of the social web. Through these means, the participants, forming a community of practice, were able to collaboratively generate knowledge before, during, and after synchronous sessions. Furthermore, the participants effectively disseminated this knowledge through networks and engaged in discussions with external stakeholders. The study underscores how personalized education facilitates situated and meaningful learning by fostering expanded, flexible, and distributed experiences. These experiences revolve around a transmedia narrative that seamlessly integrates digital culture into learning opportunities and processes, effectively naturalizing its presence. The results highlight the value of personalized education approaches in adapting to the complexities of the digital age and establishing meaningful learning experiences for students.

The aim of this review was to summarize the available literature regarding resident and medical student education utilizing the spaced repetition program Anki. This review enables current residents and medical students to recognize and utilize evidence-proven study techniques to increase learning efficacy. A systemic review of papers across all medical journals available on Pubmed was conducted to identify studies published without time constraints. The search was for (Anki) and (spaced repetition residency). Available outcome data was collected and discussed independently for students and residents. Many studies showed a statistically significant increase in exam performance associated with Anki use and high levels of satisfaction among residents and medical students. Further research is warranted to provide high-quality evidence of Anki’s applications and there is a need for exploration in additional residency specialties. Anki use has steadily increased with both medical students and residents. The application demonstrated consistent improvement on exam-based performance and was regarded highly by users. As burnout and time constrictions threaten educational workflow, Anki may serve as a powerful tool to improve the quality of learning. Further data needs to be collected and analyzed in specialties where Anki use may already exist.

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

In this study, we analyze the perspectives of Early Childhood Educators, working in various teaching sectors, on Inclusion in Preschool Education, following the publication of Decree-Law No. 54/2018, of July 6th, at a time when Learning and Inclusion Support Measures are being extended to all children, and when the SARS-CoV-19 (COVID-19) pandemic prevails in Portugal and worldwide. Based on a mixed-methodological approach and the application of a questionnaire survey to 250 Early Childhood Educators, we reflect on the implementation of the legal framework, the involvement of the Multidisciplinary Learning and Inclusion Support Team (EMAEI), teacher training, pedagogical/collaborative work, and support mobilized for Preschool Education children. The results obtained indicate quality and effectiveness in the pedagogical plan and collaborative work between teachers and specialist technicians, although higher education in the field of Inclusive Education does not seem to provide professionals with the necessary and in-depth knowledge on the subject. They also indicate that, alongside dissatisfaction with the insufficient support provided to Preschool Education children, the relevant Diploma is not fully applied, with doubts still remaining about its application.

In this article, we estimate the value of Government Expenditure on Education-GEE in the context of Environmental, Social and Governance-ESG dataset of the World Bank. We use data from 193 countries in the period 2011-2020. We use Panel Data with Fixed Effects, Panel Data with Random Effects, Pooled Ordinary Least Squares-OLS, and Weighted Least Squares-WLS. Our results show that the value of GEE is positively associated among others to “Case of Death, by communicable disease and maternal, prenatal and nutrition conditions”, and “Unemployment”, and negatively associated among others to “Hospital Beds” and “Government Effectiveness”. Furthermore, we apply the k-Means algorithm optimized with the Elbow Method and we find the presence of four clusters. Finally, we confront eight machine learning algorithms for the prediction of the future value of GEE. We found that the Polynomial Regression is the best predictive algorithm. The Polynomial Regression predicts an increase in GEE of 7.09% on average for the analysed countries.

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

Just when Catholic school Religious Education (RE) needs to be more outwardly focused on the contemporary search for meaning, its discourse has ‘drifted’ almost so exclusively into ecclesiastical terminology that its value as a spiritual/moral subject is being eroded –creating an ever widening discontinuity with classroom realities and young people’s spirituality. Religious educators’ perceptions of this problem, labelled as ‘ecclesiastical drift’, were investigated. While ecclesiastical terms were respected, issues related to their excessive usage were identified. By contrast, the unanimous, positive endorsement of educational terms raises the question why such language is largely missing from many Catholic accounts of RE.

This study aims to understand the contents of debriefing performance in simulation education and its results by comprehensively examining the learning performance of the education ac-cording to the difference in the debriefing methods employed in domestic and overseas nursing simulation training. This is a literature review conducted to identify the effect of debriefing of simulation nursing practice education. The existing literature was found in electronic databases using Pubmed, Embase, MEDLINE complete, PsycINFO, Web of Science, CINAHL, the Cochrane Library, KoreaMed, National Discovery for Science Leaders, and Research Information Sharing Service and the key words were “nurse,” “nursing student,” “simulation,” “simulator,” “stand-ardized patient,” “debriefing.” Finally, 32 studies were analyzed. All the studies were conducted from 2012 to 2021. A total of 11 RCT, 17 quasi-experimental studies, 3 mixed method studies and 1 pilot study were identified. The debriefing process used media, structured questionnaires, and a method of teaching or peer-led debriefing. The outcome variables that were statistically significant were skill, performance, knowledge, problem-solving competency, critical thinking disposition, clinical judgement, self-confidence, satisfaction, and debriefing quality evaluation. It is necessary to educate the debriefers who are responsible for strategy development and meeting effective debriefing goals.

Independent Learning Independent Campus (MBKM) is a program to develop an educational ecosystem that is in harmony with learning in higher education and the needs of industry. The limited link and match between universities and the business and industrial world in Indonesia are obstacles in realizing Indonesia as a developed country in the Industrial Revolution 4.0 era. The purpose of this study is to analyze the impact of the Independent Learning Independent Campus (MBKM) program on improving the performance of Ibn Khaldun University Bogor. The method used in this study is descriptive statistics with quantitative analysis. The sample that participated in this study consisted of all active students, lecturers, and administration staff. The research data was obtained through distribution to 6100 students, 233 lecturers, and 150 education staff. The research stages include socializing the understanding of MBKM, filling out the survey, calculating the distribution of respondents' filling, and concluding the assessment category using the weighted mean score (WMS) method. Based on the result, the implementation of MBKM in University of Ibn Khaldun Bogor based on all indicators can conclude that MBKM improve the performance of Ibn Khaldun Bogor University in the good category with an average percentage assessment criteria above 75%

The aim of this paper is the evaluation of the success of graduating with distinction in higher education (SGDHE) using the fuzzy DEMATEL method. The observation has been done using cause and effect criteria. 11 cause and 14 effect clusters have been used in this study. The study result of this work shows that all the effects are connected to the given causes and a cause-effect graph has been generated for each connection. This proposed approach is demonstrated with the empirical case of Dire Dawa University students in Dire Dawa Ethiopia.

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

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

ABSTRACT:This paper presents arguments for why it is important to include disability in the undergraduate medical curriculum. I, the first author am currently involved with my doctoral thesis proposal titled "Proposing clinician competency guidelines for the inclusion of disability in the undergraduate medical curriculum of South Africa. An exploratory study.” As part of my research, I conducted a literature search and developed arguments to strengthen the reasons why the research I propose in my thesis is necessary. It is important that I position myself in this research. I am a South African, Caucasian, female medical doctor, with an interest in physical rehabilitation medicine and I am a person with a physical disability. Although this research study will be conducted in South Africa, I am hopeful that the findings will be transferable to medical schools across the world.

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

The aim of this study was to determine the relationship between levels of leisure-time sports and physical activity and the stages of change in high school students with goal orientations. Methods: The sample consisted of 2168 students randomly selected to participate in a longitudinal study in Costa Rica (423), Mexico (408) and Spain (1337), with 1052 being boys, 1037 girls and 79 who did not specify sex, aged between 11 and 16 years old (M = 12.49, SD = .81). We used a questionnaire to ask students about their leisure-time sports and physical activity, about stages of change and to measure achievement goals. Results: The results show that students are more active in Costa Rica, most of them being in the stage of active change. Conclusions: We found significant differences in achievement goals in all three countries, which shows that students in active stages have higher values than those in the inactive stage.

Background/Aim: Performing emergency surgery for bowel obstruction continues to place a significant strain on the healthcare system. Conventional assessment methods for outcomes in bowel obstruction cases often concentrate on isolated factors, and the evaluation of results for individuals with bowel obstruction remains poorly studied. This study aimed to examine the risk factors associated with major postoperative complications. Methods: We retrospectively analyzed 99 patients undergoing surgery from 2015 to 2022. We divided the patients into two groups: 1) benign related obstruction (n=68), 2) cancer related obstruction (n=31). We used logistic regression, KNN and XGBOOST. We calculated the receiver operating characteristic curve, and accuracy of the model. Results: Colon obstructions were more frequent in the cancer group (p=0.005). Operative time, intestinal resection and stoma were significantly more frequent in the cancer group. Major complications were 41% for the cancer group vs. 20 in the benign group (p=0.03). Uni-and multivariate analysis shows that significant risk factors for major complication were cancer related obstruction and CRP. The best model was KNN with an accuracy of 0.82. Conclusion. Colonic obstruction is associated with a tumor-related blockage. Malignant cancer and an increase in C-reactive protein (CRP) are significant risk factors for patients who have undergone emergency surgery due to major complications. KNN could improve the process of counseling and the perioperative management of patients with intestinal obstruction in emergency settings.

This study aimed to characterize the physicochemical properties of broiler poultry litter (BPL) produced from intensively reared commercial broiler farming areas in tropical zone of Tamil Nadu, India. The BPL samples were collected from 110 commercial poultry farms at the end of the production cycle (6th week), further 20 samples were collected from the point of utility. The dry matter (DM), moisture, ash, organic matter (OM), and organic carbon (OC) from the manure samples were 83.04 ± 0.77, 16.96 ± 0.77, 27.08 ± 1.18, 72.92 ± 1.18 and 42.39 ± 0.69 per cent respectively. The pH, Electrical conductivity (EC) (ds m-1), and Kjeldahl Nitrogen (N) were 8.43 ± 0.06, 5.74 ± 0.13, and 24.2 ± 0.84 g kg-1 respectively. The BPL from the cement floor had higher levels of P and K (12.74 and 13.28 ) than the mud floor (10.88 and 10.96). According to the findings of this study, BPL as such at the end of the production cycle is rich in OM, nitrogen, macro and micro minerals at the same time at the point of utility there was a loss of OM, N, and concentration of minerals was noticed, which advocate proper storage and composting process.

Background: The predictive value of changes in C-reactive protein (CRP), procalcitonin and leukocyte levels, which are commonly used in the diagnosis of infection in sepsis and septic shock, remains a topic of debate. This study aims to evaluate the effectiveness of changes in CRP, procalcitonin, and leukocyte counts on the prognosis of patients admitted to the intensive care unit (ICU) with a diagnosis of pneumosepsis and pneumonia-related septic shock, and to investigate whether any of these markers have a superior predictive value over the others in forecasting prognosis. Methods: The study analyzed the demographic data, Charlson Comorbidity Index score (CCIS), CURB-65 score (confusion, uremia, respiratory rate, BP, age ≥ 65 years), and Acute Physiology and Chronic Health Evaluation II (APACHE-II) scores of 230 patients admitted to the ICU with a diagnosis of pneumosepsis and pneumonia-related septic shock between April 1, 2022, and December 31, 2023. The levels of CRP, procalcitonin, and leukocytes were also recorded and analyzed to assess their impact on 1-month and 3-month mortality outcomes. Results: According to multivariate logistic regression analysis, low BMI, male gender, high CCIS, CURB-65, and APACHE-II scores were found to be significantly associated with both 1-month and 3-month mortality (p<0.05). An elevated SOFA score was associated with 1-month mortality, while advanced age was related to 3-month mortality (p<0.05). Although there was no significant relationship between the first-day levels of leukocytes, CRP, and PCT and mortality, their levels on the third day were observed to be at their highest in both 1-month and 3-month mortality cases (p<0.05). Additionally, a concurrent increase in any two or all three of CRP, PCT, and leukocyte values was found to be higher in patients with 3-month mortality compared to those who survived (p=0.004). Discussion: Although PCT, CRP, and leukocyte values measured at the time of admission were not significantly associated with 1-month mortality in patients with pneumosepsis or pneumonia-related septic shock, the persistent elevation and concurrent increase of these values, along with male gender, advanced age, low BMI, and high CCIS, CURB-65, and APACHE-II scores, were found to be significantly associated with 3-month mortality.

Background: Mental health has a special relevance in adolescence. Therefore, this study aimed to analyze the possible association between emotional distress and suicidal ideation among adolescents. Methods: The article presents the results of a survey of secondary school students (N=1419) in the city of Tarragona, Spain. The aim of the analysis was to verify the existence of an association between suicidal ideation and risk factors such as emotional distress and low self-esteem. All the data were also analysed to determine the existence of statistically significant differences between girls and boys. Bivariate analyses were performed with chi-square, point-biserial coefficient and non-parametric tests for independent groups. Logistic regression analysis was also performed to calculate the probability of suicidal ideation. Results: These analyses showed that both emotional distress and low self-esteem increase the likelihood of suicidal ideation among adolescents. This was more evident among boys with high levels of emotional distress. Conclusion: Schools should develop suicide ideation prevention programs for adolescents based on situations that cause emotional distress.

Artificial Intelligence innovations, such as chatbots and specialized education suggestion tools, provide potential interactive and on-demand pedagogical engagement between non-Christians and Christians with Christianity. However, there is little empirical research on the readiness, acceptance, and adoption of A.I.'s involvement in religious education in a secular state, such as Vietnam. This research addresses the literature gap by providing an entrepreneurial analysis and customer perspectives on the ideas of A.I.'s involvement in religious education. Specifically, the study explores whether the Vietnamese across different ages and religious orientations accept and have enough skills to adopt A.I.'s religious education innovation. The interview sample is 32 participants, selected based on their religious orientation (Christians & Non-Christians) and age (Generation X, Generation Y & Generation Z). Most respondents are open to A.I. application in religious education except for the Church's personnel. However, only gen Z generations are fully prepared to adopt this innovation. Theoretically, the research customizes the Unified Theory of Acceptance and Use of Technology model into religious innovation context. Practically, this research acts as market research on the demand for A.I.'s religious innovation in Vietnam, an insight for future religious tech entrepreneurs.

In this research, we utilize density functional theory (DFT) to study and investigate the adsorption process of methanol on three unique two-dimensional nanomaterials, namely BN, Graphene, and AlN. Eight sites for BN, AlN, and six sites for graphene were considered to reach full structural optimization. By conducting comprehensive simulations and analyses, we discovered diverse adsorption configurations and energy levels, which indicate different interaction strengths between methanol and the three 2D nanomaterials. Remarkably, AlN exhibits superior adsorption capabilities when compared to Graphene and BN which can be explained by attributable to the nature of charge transfer between the adsorbate and the adsorbent. For methanol adsorption on AlN, the strongest adsorption energy was (-0.5532 eV), and the amount of charge transferred from methanol to AlN was found to be (+0.075). For BN, the strongest adsorption energy was (-0.1351 eV), and the amount of charge transferred from methanol to BN was (+0.022). The density of states results indicated that the bandgap decreased, with a shift to the right. In contrast, for methanol adsorption on graphene, the strongest adsorption energy was found to be (-0.073 eV), and the amount of charge transferred from methanol to graphene was (+0.004). The density of states results showed no change in the bandgap. Our findings underscore the superiority of AlN’s potential over BN and Graphene for applications requiring efficient methanol adsorption, such as gas separation and storage technologies. This study emphasizes the superiority of AlN over Graphene and BN for tasks that necessitate effective methanol adsorption.

Sick leave is influenced by various modifiable lifestyle factors and sex differences. This study examines the impact of body mass index, fruit and vegetable consumption, physical activity, smoking, and alcohol consumption on sick leave among Serbia's working population, focusing on sex differences. Data from the 2019 National Health Survey of Serbia were analyzed, focusing on a representative sample of 4,652 individuals aged 18-65. Chi-square tests and logistic regression models assessed the relationships between lifestyle factors and sick leave, adjusting for sociodemographic, work-related, and health-related variables. Among respondents, 15.8% reported sick leave in the past 12 months, with higher rates among women in both, short-term (13.9% vs. 10.6%) and long-term sick leave (3.4% vs. 2.2%). For men, obesity (OR = 2.6), poor dietary habits (fruit OR = 2.1; vegetables OR = 2.8), smoking (OR = 1.9), and risky alcohol consumption (OR = 4.1) significantly increase the likelihood of sick leave. In women, smoking (OR = 1.8) and risky alcohol consumption (OR = 3.1) are major predictors, while BMI and physical activity show less impact. Fruit and vegetable consumption and physical activity have inconsistent effects on sick leave, indicating the need for further research. This study identifies obesity, poor dietary habits, smoking, and alcohol consumption as key predictors of sick leave in men. In women, smoking and risky alcohol consumption are major predictors. Smoking is a risk factor for both sexes, while risky alcohol consumption emerges as a prominent predictor and is a significant predictor overall. These findings highlight the need for targeted public health interventions to address these lifestyle factors and reduce sick leave rates. Further research is needed to clarify the roles of dietary habits and physical activity in influencing sick leave.

Lifelong learning has been integral to advancement of the nutrition and dietetics profession and its practitioners. Both the Commission on Dietetic Registration (CDR) and the Academy of Nutrition and Dietetics (Academy) advocate for continuous skill development and professional growth. Responding to evolving environmental trends and diverse practice perspectives, CDR joined the Joint Accreditation for Interprofessional Continuing Education organization in 2020 and CDR is transforming its own continuing professional education (CPE) requirements and prior approval program. This paper, a historical perspective and current state review, chronicles past and recent developments in nutrition and dietetics CPE, including opportunities for reflective learning and interprofessional continuing education (IPCE). Also explored are the establishment and expansion of the Joint Accreditation organization and its standards, as well as applicable case examples. Additionally, the paper outlines CDR’s and the Academy's strategies to advance inclusion, diversity, equity, and access (IDEA) within the profession and identifies how CPE advancements may facilitate accessible and equitable CPE for an increasingly diverse membership of practitioners. Nutrition and dietetics professionals stand to benefit from a more comprehensive understanding of CPE changes and the opportunities they may bring to the future of the profession.

Sustainable development has become the aspiration of many developing countries, including Ecuador. The introduction of Bachelor of Tourism studies at the Technical University of Manabí aligns with this interest, implying a challenge for teachers regarding the application of integrative and innovative teaching methods that promote the training of professionals with high scientific rigor, both in technical and professional senses. To achieve this, the pedagogical group started from three fundamental principles based on the application of teaching work methods and pro-cedures, as well as the determination of interactions between the various factors that directly and indirectly influence the training process of professionals in the tourism sector. The results of comprehensive evaluation processes considering both the academic performance of the teachers and the level of satisfaction of students taking the course support the application of these teaching–learning methods, as well as highlighting the convenience of extending the experiences and re-search results of the pedagogical team to other vocational training centers for tourism activities.

On entering higher education, students from disadvantaged schools seem unable to cope with new academic demands and all too often the need for adjustment is attributed to under-preparedness. The purpose of this paper is to identify the factors contributing to and mitigating the alienation of students in institutions of higher learning. The narrative inquiry with a qualitative method was employed to obtain the perceptions of 51 selected first-level science university students on their experiences. This is a case of the University of Venda first-year level students registered in the 2023 academic year. The findings of this paper build on and contribute to the literature on understanding alienation in higher education. In particular, the key findings of this paper reveal that the students failed to quickly adapt to a different culture of teaching and learning; the academic workload was overwhelming, and lecturers were unapproachable Students from previously disadvantaged backgrounds especially struggled to assimilate into the new university culture of teaching and learning. This paper concludes by recommending that there is a serious need to take cognisance of the influx of previously disadvantaged students into institutions that were not created with them in mind. Universities and their teaching staff should recognise the culturally diverse nature of the student body and thereby restructure teaching and assessment to foster social justice to promote student success.

In recent years the study of the teacher-student relationship in the teaching-learning processes in physical education has had great emphasis. Previous studies have shown that the use of the Spectrum of teaching Styles can enhance intrinsic motivation, enjoyment, adherence to physical activity and physical activity levels in children and adolescents. The present study aims to assess if a physical education (PE) intervention based on the variations in teaching styles, with reference to production ones, can also have positive effects on physical fitness. The sample involved 4 primary school classes (n = 124 children, mean age = 8-10 years) recruited from the SBAM (Health, Wellness, Food Education and Movement at School) Project in Apulia, Southern Italy. Classes were randomly assigned to Experimental Group (EG) and Control Group (CG). EG followed a 5months experimental intervention based on the variation of teaching styles, while CG performed regular PE lessons. Physical fitness test was assessed with Standing Long Jump (SLJ), Medicine Ball Throw 1kg (MBT), and 20m sprint (20m), while two validated questionnaires were used to evaluate physical self-perception (PSP) and enjoyment. A 2x2 (intervention group x time) ANOVA was carried out to assess significant difference and interaction effect pre (t0) and post (t1) intervention protocol. Data analysis showed a significant improvement of physical fitness in both EG and CG, while PSP and enjoyment increased only in EG. Moreover, significant interaction (p&lt;. 05) effects were found for 20m sprint, PSP and Enjoyment with low effect size (η2 ~. 20). The results of the present study highlight the effectiveness of a PE intervention based on the variation of teaching styles in improving physical fitness, self-perception, and enjoyment. Moreover, the use of production teaching styles significantly impacts self-perception and enjoyment, that are important mediating factors for guarantee better adherence to physical activity.

For most professionals to be successful in the current job market, they need some entrepreneurial skills (ES). This study aimed to describe and systematize these skills, considering the current globalization and digital transformation phenomena. The documental analysis and the critical reflection on the collected data allowed us to identify the socio-economic and socio-cultural reasons for the relevance of this problem. Consequently, to elaborate a frame of reference that is intended to be adequate to the needs of the professionals of the current global and digital era. The results pointed to a tripartite ES model - to be open to novelty, to create solutions to emerging problems, and to communicate effectively - which integrates the following skills: creativity and innovation, the spirit of initiative, self-efficacy and resilience, strategic planning, and evaluation, resolution of problems and decision-making, transformational leadership, clear and visual communication, teamwork and networking, and digital communication. In the continuation of this study, an ES scale will be created and validated according to this model, which will make it possible to measure the degree of development of these competencies.

The design, facilities and conditions inside a classroom play a significant role in the teaching and learning experience for both students and lecturers. Prior studies of primary schoolchildren indicate three design principles affecting student learning, namely: naturalness, individualisation and stimulation. The current study extends these investigations to Higher Education through a survey of undergraduate students and university lecturers aimed at determining the most critical factors in undergraduate classroom design. One-to-one interviews were conducted with students and lecturers (n. 31) at the University of Nottingham, Malaysia Campus. Interviewees were encouraged to express their opinions, comments, concerns and suggestions through open-ended questions. The interviews were recorded and then transcribed and coded using NVivo10. Results show a strong desire among lecturers and students for improved classroom equipment, greater flexibility in classroom arrangement, more attractive decoration and for the addition of natural elements to the classroom environment. Of the three design principles, individualisation and naturalness emerged most strongly from the interviews and appear to be more important factors for undergraduates than stimulation. These findings could make a novel and significant contribution to the physical aspects of classroom design in Higher Education settings. Educational institutions are increasingly employing non-traditional classroom designs, which are expected to provide for more flexible, collaborative, and active learning and teaching experiences. Taking into consideration the environmental psychology of teaching and learning, several of the reported design attributes can serve as benchmarks for upgrading current classroom design and facilities in the future, as institutions look to upgrade their physical infrastructures to meet the changing demands of teachers and learners arising from technological innovations and shifts in our understanding of the methods and purposes of Higher Education.

With the rapid development of intelligent logistics and network environment, it has become an urgent problem to efficiently and accurately handle and analyse the huge amount of uncertain decision information. Traditional decision making methods often fail to make the best use of complex and incomplete information, especially in the field of cyber defence. To address these problems, this paper introduces a new mathematical tool, discrete multidimensional Z-numbers (MZs), for expressing and dealing with uncertainty and reliability in network defence decisions. In this paper, we first introduce the synthesis method of discrete multidimensional Z-numbers, which allows us to consider the uncertainty and reliability of multi-source information in network defence strategy. Then, the hidden probability of MZs is calculated by using the hidden probability model, and the multidimensional Z+−number is proposed, which improves the expressiveness of the model in dealing with information uncertainty. Based on MZs, we define a variety of utility functions and build a multi-attribute group decision framework for network defence around these functions. The MZs provides a novel perspective for analysing and designing response strategies, especially against highly adaptive and covert attacks. The method in this paper is verified by a case of network security assessment of an intelligent logistics company. The results show that this method can significantly improve the accuracy and efficiency of decision making, demonstrating its unique advantages and wide application potential in network defence. This integrated discrete multidimensional Z-number group decision method is not only suitable for intelligent logistics decision making, but also provides an efficient decision support tool for network defence, which helps to improve the intelligence and adaptability of network security defence.

Undergraduate learning is a multifaceted concept that many researchers have investigated to promote student engagement, academic performance, etc. Exploring factors promoting learning among undergraduates in FYW programs, which are required for undergraduates might potentially contribute to sustainable, cross-disciplinary undergraduate education. This study used the 10-year longitudinal grade and survey data at San José State University (SJSU) and the data was collected from Academic Years (AYs) 2015 to 2020, and five student surveys constituted the sample size of 18,101 students. In 2016, SJSU changed the remedial writing course to college writing courses. Since then, students need to complete an online module course before placing themselves into a one-semester or two-semester writing course. The previous study showed that students with higher writing comfort and confidence tend to place themselves into a semester-long class. Regression analysis was applied to examine the relationships among factors promoting learning among those students. University admitted students from various diversity and backgrounds, the results of this study suggested that what students chose and persisted in were more important in advancing their academic success rather than prior learning experience or psychological factors before the class.

With the emergence of artificial intelligence (AI), many aspects of our lives, from how we work to how we interact with each other and the world around us is showing dramatic changes. Education is one of the key areas that may be impacted by the rise of AI. Although a large number of studies have been conducted in recent years to shed light on how AI may influence various dimensions of education, a very little work has been carried out to consolidate and synthesis empirical studies on the application of AI in higher education. The present study reviewed empirical studies published between 2013 and 2022 to 1) examine the characteristics of published research in the field, and 2) to present thorough insights on the promises and challenges of this dramatic technology in higher and professional education. This review included 44 empirical studies published as peer-reviewed journal articles. The results indicated that there is rapid increase in the publications focusing on AI in higher education in last a few years. However, a big proportion of these publications are technically theoretical and conceptual proposals for AI intervention. The areas of AI applications in higher education that are supported by evidence based research are presented. Imperative implications are also highlighted for future research and implementation of AI based interventions in higher education.

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

Nowadays, higher education students play an active role in the realization of sustainable development goals (SDGs) for global citizenship. However, some important issues such as how much students know about these goals can play a role in achieving these goals are not yet clear. The aim of this study is to establish a fundamental study for determining the level of knowledge on the higher education students about SDGs. An open-ended questionnaire was conducted with the qualitative research methods on 54 higher education students after pandemic of COVID-19. As a result of the research, the goals of quality education, gender equality, health and quality of life, reduction of inequalities and peace, justice and strong institutions are the most frequently mentioned by the students. In addition, the opinions of the students on the subject of “sustainable cities and communities” are sequentially; the themes include ensuring socio-economic development, preserving cultural heritage identity, safe environment and durable buildings, as well as modern irrigation and waste methods, and reducing air pollution. On the other hand, they agreed on the need for global citizenship to have universal qualifications. In conclusion, global citizenship contributes directly to the SDGs and human-oriented production should be given more importance.

In an increasingly changing world, critical thinking is one of the key skills that ensure organisations' competitive advantage. Thus, in higher education institutions there is an accelerating emphasis on developing critical thinking (CT) among students. This paper presents the results of three experimental courses (Pedagogy and didactics of financial accounting, Virtual Learning Environments in Economics, Business Communication), using a blended learning method, aimed at improving students' CT skills. The three courses were delivered by both higher education teachers and trainers from the labour market. After analysing the data from the three experimental courses, it will be possible to assess whether the intervention of labour market trainers contributed to the improvement of students' critical thinking skills, and, in particularly at the level of which components improvements have been identified.

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

This research aims to explore the influence of fatigue levels on the performance of flight cadets in Vocational Education Institutions. Through the analysis of Model Summary, ANOVA, and Coefficients, this study identifies the relationship between independent variables (exercise, activity preparation, rest time, workload, and schedule) and the performance of flight cadets. The results of the analysis indicate that Model H1 can account for approximately 32.8 percent of the variation in the performance of flight cadets, with activity preparation and workload variables significantly influencing the performance. However, exercise, rest time, and schedule variables do not have a significant impact. These findings provide valuable insights for educational institutions and trainers to consider factors that can enhance the performance of flight cadets, such as optimizing activity preparation and managing workload. Further research is needed to deepen the understanding of other factors that affect the performance of flight cadets, including psychological factors, physical conditions, and the environment, in order to improve the quality of vocational education in the aviation field.

Task-Based Instruction (TBI) is a dynamic approach in tertiary language education that emphasizes the integration of authentic and meaningful tasks to enhance language learning outcomes. This study aims to explore the implementation of TBI in the Philippines, investigate its cognitive benefits and transformative nature, identify pedagogical considerations, and provide recommendations for optimization. The study employed a qualitative research design, with data collected from five private schools in Iligan City. A purposive sampling procedure was used to select 20 participants who engaged in interviews, focus group discussions, and thematic analysis. The results revealed that TBI positively influenced language proficiency, cognitive development, learner autonomy, intercultural competence, and pedagogical considerations. Participants reported enhanced language skills and increased confidence in real-life language use. They also highlighted the development of critical thinking, problem-solving, and decision-making skills through engaging in challenging tasks. TBI was found to empower learners by promoting autonomy, ownership, and self-directed learning. Additionally, it cultivated intercultural communicative competence and fostered appreciation for diverse perspectives. Pedagogical considerations included task design, clear instructions, scaffolding, and feedback, while recommendations focused on optimizing TBI, integrating technology-enhanced learning, and supporting professional development for educators. This research contributes to the growing body of literature on TBI in tertiary language education and underscores its potential for creating transformative learning experiences. The findings provide valuable insights for educators, curriculum designers, and policymakers in enhancing language education practices in the Philippines and beyond.

Artificial intelligence, a key technological tool in the era of the 4th Industrial Revolution, is being actively applied to education beyond industry, economy, and culture. In the future society, understanding and using artificial intelligence technology will be considered an essential skill for everyone, and the professionalism of AI education for pre-service teachers nurturing future talents is also important. This study verifies the effectiveness of pre-service teachers after undergoing a 15-week extension program consisting of AI Literacy Education (10 weeks), AI-Linked Subjet Education (3 weeks), and Micro-teaching (2 weeks) which was designed to enhance the AI ​​education professionalism of pre-service teachers. The AI Literacy Education section consisted of understanding AI, AI ethics, and basic programming, and the education was conducted through both experience and practice. After that, the pre-service teachers analyzed the curriculum of the 5th and 6th grades of an elementary school, and developed a subject-related education program using AI tools in three stages. Using the developed program, micro-teaching classes were conducted twice. The study results are as follows. First, there was a change in the positive perception of AI (p<.05). Second, the understanding of AI educational technology tools was improved and the recognition of the usefulness of developing a curriculum-related program was expanded. Third, the importance of teacher competency development was learned through the micro-teaching, and the students' understanding of the learning process was expanded.

It is widely acknowledged that adolescent females are particularly at risk of low body-esteem. Low body-esteem is associated with poor mental health and other negative outcomes. Interventions to help raise body-image could have considerable impact, especially if the intervention is low-cost, easy to implement and scalable. We investigated the efficacy of an intervention where participnants could chose their own clothes to wear during a Physical Education (PE lesson) on changes in body-esteem. We hypothesized that body-esteem would improve with choice. To show that body-esteem is not a transient construct, we tested its stability when assessed in a test-retest design when completed in a classroom setting, hypothesizing body-esteem would be stable. Participants (N =110; Mage =14.9; SDage = 0.68) females completed a 14-item body-esteem scale 4 times; a) wearing school uniform in an assembly, b) during a PE lesson separated by a 2-week gap. The intervention was implemented where students got a choice of PE kit and could wear their own clothes. Findings indicate that body-esteem was stable in the classroom setting where clothes and context were stable, but improved significantly when participants were given a free choice of kit to wear during PE. We argue that this low-cost and scalable intervention represents a useful start point for helping support low body-esteem among a potentially vulnerable population.

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

Caregiving thinking is the ability to make connections between thought and emotion and encourages man to build a system of reflective value to judge matters compassionately and lovingly. Therefore, this study aims to investigate the components of caring thinking in Persian books in the first year of secondary education. This research is a descriptive and content analysis using the Shannon Entropy method. The sources analyzed are three volumes of the textbook of the first year of high school in 2021-2022. The research tool is a content analysis checklist according to the components of caring thinking, the validity of which was verified by Five experts in education. According to the analysis of the content of the book under study, it can be stated that in the Persian textbooks of the first year of high school, the critical factor of the component of normative thinking (0.2051), the component of appreciative thinking (0.2043), the component of active thinking (0.2020), Was the component of empathetic thinking (0.1957) and the component of affective thinking (0.1929). Therefore, the coefficient of the importance of the components of caring thinking in the Persian books of the first year of high school is not the same, and balance is not observed in regulating the content of these books. Considering the vital role of caring thinking in students' lives, it is suggested that the authors of textbooks pay attention to this crucial issue while reviewing the content of Persian books in the first year of high school.

Many countries have implemented free early childhood education to solve the affordability and accessibility problems without considering the sustainability of policy; thus, they have to discontinue the policy. The city of Nanjing, China, is no exception. This case study adopted a mixed-methods approach to understanding how and why the policy was formulated, implemented, and failed in the city, using the “policy cycle” framework. Altogether 232 kindergarten principals and teaching/research staff were randomly sampled and surveyed, and 5 kindergarten principals and 5 teaching/researcher staff were interviewed. The results indicated that there were many obstacles to the policy’s sustainability, including the conflict of interest, the inefficient policy implementation, the insufficient funding, and more social inequality issues. And the policymakers made mistakes in the five domains of the policy cycle: the context of influence, the context of policy text production, the context of practice, the context of outcomes, and the context of political strategy. Finally, the lessons for a more sustainable policy decision process are discussed.

The number of entrepreneurship education programs (EEP) has increased exponentially over the past two decades. However, a systematic review has not yet been carried out to confirm the effectiveness of EEPs and their presence in the current global world. The main objective of this study was to provide a systematic synthesis of EEP, exploring their characteristics and effectiveness. The search was carried out in the following databases: Scopus, Web of Science, ProQuest and ERIC. Twenty-nine articles were included, with programs developed mainly in European (n=15), Asian (n=6) and American (n=5) countries. The programs were mainly aimed at higher education students (n=17), addressing the development of business plans and entrepreneurial skills. However, greater attention is paid to the entrepreneurial skills in both basic and secondary education. The development of the programs under analysis varied between one week and two years. The results of the studies showed the effectiveness of most of these programs in promoting entrepreneurial skills at all levels of education. In turn, there was not a verified increase in the intention to start a business, since this intention is determined by predisposition, namely socio-cultural and family aspects. This systematic review of the EEP points to the need for this type of program to be preferentially developed since the early school years, since it is at that time that predispositions are created for the development of entrepreneurial skills and intentions. This condition is corroborated by the global geography of the EEP, which demonstrates that, where there is currently an entrepreneurial culture, countries have made a long educational journey, with strategic options from the perspective of educational policies defending entrepreneurship among the younger generations.

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

The paper presents the most comprehensive and large-scale study to date on how students perceive the impacts of the COVID-19 crisis on various aspects of their lives on a global level. With a sample of 30,383 students from 62 countries, the study reveals that amid the worldwide lockdown and transition to online learning students were most satisfied with the support provided by teaching staff and their universities’ public relations. Still, deficient computer skills and the perception of a higher workload prevented them from perceiving their own improved performance in the new teaching environment. Students were mainly concerned about issues to do with their future professional career and studies, and experienced boredom, anxiety and frustration. The pandemic has led to the adoption of particular hygienic behaviours (e.g. wearing masks, washing hands) and discouraged certain daily practices (e.g. leaving home, shaking hands). Students were also more satisfied with the role played by hospitals and universities during the epidemic compared to the government and banks. The findings also show that students with selected socio-demographic characteristics (male, part-time, first level, applied sciences, lower living standard, from Africa or Asia) were generally more strongly affected by the pandemic since they were significantly less satisfied with their academic work/life. Key factors influencing students' satisfaction with the role of their university are also identified. Policymakers and higher education institutions around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

This research analyzes the Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically the flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focuses on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors is conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlationally motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

Background: After the increasingly common anterior cruciate ligament reconstruction (ACLR) procedure in competitive athletes, rehabilitation is crucial for facilitating a timely return to sports (RTS) and preventing re-injury. This pilot study investigates the biomechanical and psychological outcomes of postoperative rehabilitation in competitive athletes, comparing supervised rehabilita-tion (SVR) and home-based rehabilitation (HBR). Methods: After ACLR, 60 (out of 74 screened) athletes were recruited and equally divided into 2 groups using non-probability convenience sam-pling: 30 HBR and 30 SVR (each group comprising 15 males and 15 females). Rehabilitation out-comes in respective groups were evaluated at 8 months using measures (Tegner-Activity-Scale [TAS], International Knee Documentation Committee subjective knee form [IKDC-SKF], ACL Return to Sport after Injury [ACL-RSI]) and objective parameters (isometric muscle strength, hamstring/quadriceps asymmetry). RTS was evaluated at 9 months; with ACL re-injury rates rec-orded approximately 6 months post-RTS. Results: Both groups exhibited decreased TAS scores (HBR: 8 to 6, SVR: 8 to 7), with the SVR group demonstrating superior post-operative IKDC-SKF scores (81.82 vs. 68.43) and lower ACL-RSI scores (49.46 vs. 55.25). Isometric and isokinetic mus-cle strength, along with asymmetry values, favored the SVR group 8 months post-ACLR (p

Developing effective trend estimators is a main method to solve the online portfolio selection problem. Although the existing portfolio strategies have demonstrated good performance through the development of various trend estimators, it is still challenging to determine in advance which estimator will yield the maximum final cumulative wealth in online portfolio selection tasks. This paper studies an online ensemble approach for online portfolio selection by leveraging the strengths of multiple trend estimators. Specifically, a return-based loss function and a cross-entropy-based loss function are first designed to evaluate the adaptiveness of different trend estimators in a financial environment. On this basis, a passive aggressive ensemble model is proposed to weigh these trend estimators within a unit simplex according to their adaptiveness. Extensive experiments are conducted on benchmark datasets from various real-world stock markets to evaluate the performance. The results show that the proposed strategy achieves the state-of-the-art performance including efficiency and cumulative return.

Background: Excessive sun exposure, together with insufficient protection, is the main risk factor for the onset of Melanoma and Non Melanoma skin cancer, namely the most common cancer in fair-skinned populations across the world, and of several other skin and eye adverse health effects. Epidemiological data show the existence of scant awareness of this risk, and of high rates of sunburn among young people. The main aim of the present study is to examine sun exposure habits and protection behaviour in university students. Methods: We performed a cross-sectional questionnaire-based study to investigate sun exposure and protection practices in a group of education sciences students at a university in southern Spain. This survey provided data for a descriptive and comparative analysis, by groups and gender, of photoprotection and skin self-examination practices. The reliability and validity of the questionnaire have been analysed. Results: The questionnaire was completed by 315 students. Most of them (74.6%) have suffered at least one sunburn in the last year. The use of sunscreen or protective clothing is not frequent, and 89.5% of students do not self-examine their skin. The metric properties of the questionnaire showed high values of reliability and validity. Conclusions: The awareness of solar exposure risk in Spanish university students of Education Sciences is low, self-protection is scant, the potential exposure to dangerous levels of UV radiation is high and most students have suffered one or more sunburns in the last year. Intervention strategies should be introduced in these students to highlight the risks involved and the need of more adequate sun protection practices. Information campaigns should be conducted to address the problem so that, when these students become teachers, they have an adequate knowledge of the risk and of the benefits of a higher attention to this problem, and can translate these competences in health education.

Banana wilt caused by Fusarium oxysporum f. sp. cubense tropical race 4 (Foc TR4) is a devastating fungal disease. Biocontrol strategies owned immense potential in inhibiting the spread of Foc TR4. Here, thirty actinobacteria were isolated from soils and screened for their antagonistic activity against Foc TR4. Strain SCA4-21T exhibited broad-spectrum antifungal activity against nine phytopathogenic fungi including Foc TR4. The strain was identified as the genus Streptomyces according to phenotypic characteristics and 16S rRNA gene phylogenetic analysis. Multi-locus sequence analysis based on five house-keeping gene alleles (atpD, gyrB, recA, rpoB, and trpB) revealed that strain SCA4-21T clustered into S. hygroscopicus subsp. hygroscopicus NBRC 13472T with 100% of bootstrap value. Average nucleotide identity and dDDH were 98.49% and 44.30% above the threshold of novel species. Hence, strain SCA 4-21T represented a novel species within the genus Streptomyces, named as Streptomyces luomodiensis sp. nov.. The type strain is SCA4-21T (=GDMCC4.340T= JCM36555T). By the CAZymes analysis, 348 carbohydrate-active enzymes were detected, including 15 chitinases and 8 β-1,3-glucanases. The fermentation broth of strain SCA4-21T showed high activities of chitinase and β-1,3-glucanase, contributing to the antifungal activity. Our results showed an innovative potential biocontrol agent for managing plant fungal diseases, specifically banana fusarium wilt.

Pigeonpea (Cajanus cajan) is one of the important grain legume crops cultivated in the semi-arid tropics, playing a crucial role in the economic well-being of subsistence farmers. India is the major producer of pigeonpea, accounting for over 75 per cent of the world's production. Sterility mosaic disease (SMD), caused by Pigeonpea sterility mosaic virus (PPSMV) and transmitted by the eriophyid mite (Aceria cajani), is a major constraint to pigeonpea cultivation in the Indian subcontinent, leading to potential yield losses of up to 100 per cent. The recent characterization of another Emaravirus associated with SMD has further complicated the etiology of this challenging viral disease. This review focuses on critical areas, including the current status of the disease, transmission and host-range, rapid phenotyping techniques, as well as available disease management strategies. The review concludes with insights into the future prospects, offering an overview and direction for further research and management strategies.

This report describes the pathological findings of acute gastric dilatation syndrome in New World nonhuman primates that died suddenly. The animals were kept in a Zoo and were received proper nutritional and sanitary management. The animals were submitted for necropsy, and macroscopic findings included gastric and duodenal dilation with marked mesenteric vascular congestion. Gastric and intestinal contents were sent for microbiological examination, and bacterial colonies were isolated and identified as Escherichia coli, Streptococcus sp., Salmonella sp., Staphylococcus sp., and Cronobacter sakazakii. The antibiotic sensitivity test revealed that these bacteria had different re-sistance patterns to several antibiotics. Cronobacter sakazakii was susceptible to Ampicillin and Norfloxacin and resistant to Penicillin and Clindamycin. Cronobacter sakazakii is an opportunistic pathogen in animals, frequently reported in cases of human’s enterocolitis. Acute gastric dilata-tion, previously described in Old World nonhuman primates, is a cause of sudden death in Neo-tropical primates and should be considered as a differential diagnosis in cases of sudden mortality in these species. Although its pathogenicity in primates has not been elucidated, the isolation of Cronobacter sakazakii from samples suggests its presence in the environment, emphasizing the need for reinforced hygiene measures, especially of food supplied for these animals.

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.

This study aimed to elucidate the perception gap regarding instructional matters between special education teachers and vocational rehabilitation practitioners involved in transition support in Japan. To this end, 126 vocational support providers affiliated with the Employment and Life Support Centers for persons with disabilities, which are vocational rehabilitation institutions in Japan, and 129 special education teachers from schools for students with intellectual disabilities in Prefecture X, Japan, were surveyed. They were asked to respond on the importance of teaching skills that constitute vocational readiness by means of a questionnaire comprising 25 items across five layers: vocational aptitude, basic work habits, interpersonal skills, daily living management, and health management, both during school and after graduation. The results revealed a perception gap in each of the first layer, vocational aptitude, and second layer, work habits. Additionally, only in the second layer, work habits, did special education teachers recognize the importance of instruction more during the school period than after graduation. Moving forward, it is necessary for both institutions involved in transition support to collaborate, focusing on students with disabilities based on the identified gap.

The allocation of funding for higher education typically focuses on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund locations for sustainable development through public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting funding for teaching, research, and public goods transformation. Taking Taiwan's Higher Education Sprout Project (HESP) as an example, we explored the effect of policy initiatives on public goods transformation towards sustainable development. The data were collected from the Ministry of Education and Scopus databases. First, a regression analysis was conducted to determine which factors influence the effect of funding allocations in academic institutes. Second, we used logistic regression to detect the effects of the system and the sector. Third, we used partial least square structural equation modeling (PLS-SEM) to explore the causal effects among the selected impact variables on expected outcomes. Finally, we used the bootstrap method to demonstrate the model’s robustness. Our study found that only diversity was shown in private technology groups receiving less HESP funding. At the same time, it did not widen the differences in the sector and system in the transformation process. Our findings suggest that funding allocations will not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming public goods through special funding can play a critical role in leading sustainable development in higher education.

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

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

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.

Choking and foreign body aspiration are significant causes of mortality and morbidity in young youngsters. This study aimed to investigate the effects of education programs on school students ' knowledge, attitude, and practice towards a choking person. This quasi-experimental study with a pretest-posttest control group design included a total of 282 school students. The students were divided into an intervention group (n = 141) and a control group (n = 141). After both groups completed the pretest, the intervention group received an education program on first aid for a choking person. Then, both groups were subjected to a posttest at the end of the program. The descriptive and inferential statistics analyzed the data. There were no significant differences between the two groups within the study parameters at the pretest (P = > 0.05). However, at posttest, a significant difference was observed in the knowledge (p = 0.001), attitude (p = 0.024), and practice (p = 0.001) of the intervention group compared to the control group. The intervention group showed significant improvement in the students’ knowledge, attitudes, and practices regarding first aid for a choking person. We suggest a continuous training program to improve the competency of first aid for a choking person.

This study examined the effect of an educational hybrid physical education (PE) intervention on cognitive performance and academic achievement in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38) allocated into control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency in animals, and the average from verbal fluency in favour of the EG. With regard to the intervention, verbal fluency in animals, verbal fluency in vegetables, the average of verbal fluency, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects) increased significantly in the EG. The last five variables (the academic ones and cognitive inhibition) also increased in the CG, in addition to mathematics. This study contributes to the knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of a hybrid program based on TPSR and gamification strategies produce improvements in cognitive performance, specifically through the cognitive inhibition and verbal fluency.

Research into professionalization in health and safety has recently gained in interest. Graduate training is one of the factors that determines or conditions the role of the safety professional, thus intervene in the professionalization process. This article is the result of a workshop and the discussions of nine academic directors of safety education programs about quality evaluation. This article introduces the issue with a historic overview of safety education, presents a synthesis of nine selected education programs, discusses quality evaluation of health and safety education programs, propose a quality evaluation frame and finally, proposes a process for designing a quality safety education program with an associated model of the learning objectives. The outcomes are interesting for everyone who is interested in health and safety education and quality evaluation and will give insights into how safety professionals are educated.

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

Clinical trials are essential in the development of new medical treatments, offering crucial data on their safety and effectiveness. This study provides a comprehensive analysis of clinical trials registered on ClinicalTrials.gov, examining trends, challenges, and innovations that have shaped the field over the past century. Data were extracted on July 15, 2024, and analyzed to identify patterns in trial design, sponsorship, participant demographics, and geographical distribution. The analysis reveals a significant increase in clinical trial registrations, peaking in 2021, driven by the COVID-19 pandemic. Most trials focus on cancer, reflecting its global burden, and are predominantly interventional, with randomized controlled trials (RCTs) being the most common study design. However, challenges persist, including underrepresentation of certain demographics, limited global distribution, and insufficient reporting of trial results. Additionally, the underrepresentation of pediatric, elderly, and minority populations in trials limits the generalizability of findings. The analysis underscores the need for more inclusive and globally distributed research to address disparities in health outcomes.

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.

This study examines the feasibility and efficacy of utilizing generative AI technology to create inclusive online dating educational materials, focusing on integrating easy-to-read principles to enhance accessibility while improving efficiency and reducing the cost of material production. As online dating becomes increasingly prevalent, providing easily comprehensible safety education for special populations, such as individuals with disabilities and adolescents, is of paramount importance. This research developed an innovative AI-generated educational framework that combines easy-to-read principles with generative AI technology, aiming to enhance both the accessibility and production efficiency of educational materials. The study compared three AI generation strategies: independent generation by ChatGPT, independent generation by Claude, and Claude utilizing materials generated by ChatGPT. We evaluated 36 educational units through a mixed-methods approach for readability and accessibility. Results indicate that ChatGPT performed optimally in generating easily readable content (average compliance rate of 93.00%), followed by the strategy Claude using ChatGPT-generated materials (91.67%). Statistical analysis revealed significant differences among these strategies (p < 0.05). The research also found that employing AI generation technology significantly reduced material production time and costs, providing educators with a more efficient tool. The findings of this study underscore the significant potential of generative AI technology in creating inclusive educational resources. This not only opens up new avenues for enhancing online safety awareness and educational accessibility for special populations but also provides material developers with more efficient, cost-effective production methods. The empirical evidence presented here for the application of AI in inclusive education is a significant step forward. The study also proposes recommendations for future research and practice, aiming to further improve the accessibility, effectiveness, and production efficiency of online dating education.

Transformative education significantly advances society's growth as an essential doorway to fresh language learning chances. It equips people to succeed in a complicated world by encouraging critical thinking, inclusivity, social responsibility, lifelong learning, and international collaboration. Adopting transformative education can result in a more inventive, sustainable, and equal society where everyone can realize their potential and advance society's interests as educational systems change. This paper aims to gather literature regarding how transformative education becomes a door toward new learning opportunities in societal development especially language. Transformative education may produce a generation of knowledgeable, sympathetic, and proactive students who can bring about constructive social change by prioritizing holistic development. Hence, educators should work to foster a learning atmosphere where all students feel supported and respected. Through integrating social justice ideals into the educational process, transformative education equips students to act as change agents and advocates for equity both within and outside their communities.

Teacher self-efficacy (TSE) significantly influences teacher well-being and pedagogical quality, thereby impacting student learning outcomes. Despite the recognized effectiveness of Lesson Study (LS) in shaping teachers' practices and beliefs, there is a research gap in TSE, particularly in higher education. To address this, we conducted a longitudinal study at a northeastern Chinese university, tracking TSE evolution in three English as a Foreign Language (EFL) teachers, encompassing both novices and experienced educators, during a six-month LS program. We collected both quantitative and qualitative data, encompassing interviews, surveys, and observations. Underpinned by Bandura and Wyatt's self-efficacy theory, the impact of LS on teachers' TSE development was explored and interpreted. Our findings shed light on the many ways in which LS effects individual teachers' TSE. Notably, both novice and experienced teachers improved significantly in TSE, especially in the domains of instructional techniques and student engagement. However, in the context of classroom management, there was considerably less growth. Furthermore, our research identifies a number of challenges that can have a negative impact on teachers' TSE, such as adapting to students' changing needs, dealing with limited resources, managing time constraints, navigating the school examination system, and overcoming initial resistance to the LS approach.

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

Micro-level language policy and planning (LPP) primarily concerns local actors' decision-making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro language planning in educational settings, there is a scarcity of research examining early childhood education settings such as micro-level LPP context for young English language learners. By adopting a case study approach, the present study examined the educators' enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Our study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers' different degrees of agency. Also, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators' agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators' contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.

As the incidence and prevalence of diabetes increases, intervention through dietary education is becoming more important for diabetes control. This systematic review aimed to confirm the ef-fect of dietary intervention education on diabetes control. The study subjects were type 2 diabet-ic patients, and the main outcome variable was glycosylated hemoglobin level (HbA1c). The target studies were randomized controlled trials. Thirty-six studies were included in the analysis, of which 33 were included in the meta-analysis. The effect size between the dietary education and general intervention, was -0.42 (n=5,639, MD=-0.42; 95% CI -0.53 to -0.31) and was signifi-cantly different (Z=7.73, P<.001). When subgroup analyses were performed following the appli-cation periods, intervention methods, and intervention contents, the mean differences in 4–6-month application, individual education, diet-exercise-psychosocial intervention were -0.51, (n=2,742, 95% CI -0.71 to -0.32), -0.63 (n=627, 95% CI -1.00 to -0.26), and -0.51 (n=3.244, 95% CI -0.71 to -0.32), respectively. Dietary education interventions provided for at least 3 months were highly effective in controlling blood sugar levels. Regarding the education method, individual-ized education was more effective, and for this, contact or non-contact education may be applied. Combining diet, exercise, and psychosocial intervention is more effective than diet education alone.

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.

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

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

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.

The research presented here aims to determine how art education influences pupils' preferences for 20th-century art movements. The research was conducted on a sample of 200 pupils (N = 200) of an early school age in grade schools in Split, Croatia. We conducted an educational experiment throughout an entire school year, which included three types of intervention: observing works of art from the 20th century, introducing works of art using a puppet, and the pupils' art activities/artwork based on the 20th-century art movements. The results show that the model of art education is an important factor in changing pupils' preferences for 20th-century art movements. The students reacted positively to each kind of education, in the sense of a wider acceptance of 20th-century art (abstract, fauvism, cubism, pop art, and surrealism). The type of education did not much influence preferences when it came to classical art and visual works without artistic value. We concluded that puppets and independent creative work should be used more often in art education.

Certain species of Mucorales have been identified as causative agents of mucormycosis, a rare yet often lethal fungal infection. Notably, these fungi exhibit intrinsic resistance to common azole drugs, which target lipids. Given the pivotal role of lipids in drug resistance and their contribution to the innate resistance to azoles, this study provides a comprehensive overview of key lipid classes, including sphingolipids (SLs), glycerophospholipids(GPLs), and sterols, in Rhizopus delemar 99-880, a well-characterized reference strain among Mucorales. Through high-throughput analysis involving the identification and quantification of intermediates, we have elucidated the biosynthetic pathways of SLs, PGLs, and sterols. Notably, the acidic SLs were not found probably because the acidic branch of the SL biosynthesis pathway terminates at α-hydroxy phytoceramides as evident by their high abundance. Intermediates in the neutral SL pathway incorporated higher levels of 16:0 fatty acid compared to other pathogenic fungi. A strikingly high phosphatidylethanolamine (PE)/phosphatidylcholine (PC) ratio was observed among GPLs. Ergosterol remains the major sterol, similar to other fungi, and our analysis confirms the existence of alternate ergosterol biosynthesis pathways. The total lipidomic profile of R. delemar 99-880 offers insights into its lipid metabolism and potential implications for studying pathogenesis and drug resistance mechanisms.

Endometriosis is a prevalent chronic inflammatory disease characterized by a considerable delay between initial symptoms and diagnosis through surgery. The pressing need for a timely, non-invasive diagnostic solution underscores the focus of current research efforts. This study examines the diagnostic potential of the menstrual blood lipidome. The lipid profile of 39 samples (23 women with endometriosis and 16 patient of control group) was acquired using reverse-phase high-performance liquid chromatography-mass spectrometry with LipidMatch processing and identification. Profiles were normalized based on total ion counts. Significant differences in lipids were determined using the Mann-Whitney test. Lipids for the diagnostic model, based on logistic regression, were selected using a combination of variance importance projection filters and Akaike information criteria. Levels of ceramides, sphingomyelins, cardiolipins, triacylglycerols, acyl- and alkenyl-phosphatidylethanolamines, and alkenyl-phosphatidylcholines increased, while acyl- and alkyl-phosphatidylcholines decreased in cases of endometriosis. PE P-16:0/18:1 and CL 16:0_18:0_22:5_22:6 serve as marker lipids in the diagnostic model, exhibiting a sensitivity of 81% and specificity of 85%. The diagnostic approach based on dried spots of menstrual blood holds promise as an alternative to traditional non-invasive methods for endometriosis screening.

Abstract: Increasing physical activity (PA) and personal and social values are two of the greatest demands in the current educational system. This study examined the effect of a hybrid pro-gramme based on the Personal and Social Responsibility Model and Gamification. A total of 58 students (13.89 years old, SD = 1.14) in two groups (Experimental and Control) participated dur-ing a complete academic year. Motivation, physical activity and sedentary behaviour were as-sessed though questionnaires. Physical fitness was evaluated using previously validated field tests. The results showed significant differences over time between EG and CG in afterschool physical activity (APA) at the weekend (p = 0.003), sedentary time (p = 0.04) and speed-agility (p = 0.04). There were no significant differences in motivation. Regarding the intervention, speed-agility (p = 0.000), strength (p = 0.000), agility (p = 0.000), cardiorespiratory fitness (p = 0.001), APA-weekend (p = 0.000), APA-week (p= 0.000) and sedentary time (p = 0.000) increased signifi-cantly in the EG. Speed-agility (p = 0.000), APA-weekend (p = 0.03) and sedentary time (p = 0.008) increased in the CG. The use of this hybrid program can be useful to produced improvements in physical fitness, physical activity and sedentary hevaviours. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies, produced improvements in physical fitness, physical activity and sedentary behavior, but not in motivation variables. Further research is demanded in order to contrast this relevant findings due to the potential drawbacks and diversity found in the scientific literature among model-based practice.

The properties of coatings obtained using two surface preparation methods were compared: heating and etching by ion bombardment with plasma generation by arc evaporators and heating and etching by a glow discharge. A Ti-TiN-(Ti,Cr,Al)N coating was deposited. The use of a glow discharge provides better resistance of the coating to destruction during the scratch test and wear resistance of metal-cutting tools when turning steel. As the cutting speed increases, the advantage in wear resistance of the coating deposited using a glow discharge increases. During the process of heating and etching by ion bombardment with metal ions, a nanolayer rich in cobalt and tooling elements (iron, molybdenum) is formed in the area of the interface of the coating and the carbide substrate. When heated and etched by a glow discharge, such a layer does not form. When using both methods, there is identical diffusion of tungsten into the coating and diffusion of chromium and possibly titanium into the substrate. Thus, the glow discharge heating and etching method can be effectively used in the process of PVD coating deposition.