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Citizen participation among children and adolescents is key for the development of society. According to the Convention on the Rights of the Child, the legal and ethical recognition of public, education, and social policies for children is vital for ensuring an active and critical society. The aim of this research paper is to analyse the characteristics and challenges of citizen participation during childhood as an educational process. The methodology employed was a systematic review carried out using the WOS, SCOPUS, and ERIC databases, taking into account the PRISMAS 2020 protocol. The results show that the incorporation of a culture of participation in children and adolescents will guarantee the persistence of democratic systems, although there are still challenges to overcome. The conclusions suggest that it is crucial that educational institutions, families, and society as a whole commit to promoting the philosophy of citizen participation at an early age in formal and non-formal educational contexts. [ABSTRACT FROM AUTHOR]

Australia first documented national goals for primary and secondary education in 1989 with the Hobart Declaration on Schooling. Since then, Australia's goals for the education of children have been updated in three subsequent National Education Declarations. Each of the Declarations includes specific goals for Indigenous Australian students, as well as goals for students to learn about Indigenous Australian peoples and cultures. Arranged into four thematic sections covering each Declaration, this paper traces colonial representation of Indigenous Australians in these policy documents. Each section discusses the socio-political factors that influenced education policy at the time each Declaration was written, and the socio-political priorities of Indigenous peoples in the same period. We argue that the evolution of representations of Indigenous peoples in education policy is evidence of the continued resistance of Indigenous peoples to colonial dominance in education policies. [ABSTRACT FROM AUTHOR]

The integration of the Internet of Things (IoT), big data, and machine learning (ML) has pioneered a transformation across several fields. Equipping electrical engineering students to remain abreast of the dynamic technological landscape is vital. This underscores the necessity for an educational tool that can be integrated into electrical engineering curricula to offer a practical way of learning the concepts and the integration of IoT, big data, and ML. Thus, this paper offers the IoT-Edu-ML-Stream open-source platform, a graphical user interface (GUI)-based emulation software tool to help electrical engineering students design and emulate IoT-based use cases with big data analytics. The tool supports the emulation or the actual connectivity of a large number of IoT devices. The emulated devices can generate realistic correlated IoT data and stream it via the message queuing telemetry transport (MQTT) protocol to a big data platform. The tool allows students to design ML models with different algorithms for their chosen use cases and train them for decision-making based on the streamed data. Moreover, the paper proposes learning outcomes to be targeted when integrating the tool into an electrical engineering curriculum. The tool is evaluated using a comprehensive survey. The survey results show that the students gained significant knowledge about IoT concepts after using the tool, even though many of them already had prior knowledge of IoT. The results also indicate that the tool noticeably improved the students' practical skills in designing real-world use cases and helped them understand fundamental machine learning analytics with an intuitive user interface. [ABSTRACT FROM AUTHOR]

Inclusive education initiatives have been endorsed globally, especially by international development agencies. This study sought to get the views and experience of both in-service and trainee teachers about inclusive education and teacher training in the aftermath of the implementation of the 'new' Curriculum Framework for Primary and Secondary Education 2015–2022 in Zimbabwe. This new curriculum is said to be grounded in Unhu/Ubuntu philosophy. I use Unhu/Ubuntu philosophy as an evaluative and conceptual framework to examine inclusivity issues within the new curriculum. Drawing on a qualitative study involving content analysis, two key informant interviews and four focus group discussions on teacher education and inclusive education conducted in Manicaland province in the eastern part of Zimbabwe, findings highlight challenges faced in realising the Unhu/Ubuntu philosophical value of inclusivity in education. These impediments are unsurprisingly similar to those reported in other studies, both in Zimbabwe and in other countries. The paper identifies and highlights some of the reasons why inclusive education has remained elusive and makes some recommendations. It calls for teacher education premised on the indigenous Unhu/ Ubuntu philosophy. In doing this, the paper contributes to debates on inclusive education and discussions on decoloniality of education in postcolonial states. [ABSTRACT FROM AUTHOR]

Aim: Expanding and sustaining student nurse placements outside of the acute sector is a universal challenge. This paper aims to evaluate the Care Home Education Facilitator Role introduced in one area of Wales, United Kingdom, and to report on the outcomes achieved from this novel role. Methods: Semi‐structured interviews were undertaken with key stakeholders including the Care Home Education Facilitator postholder leading the pilot, care home managers, higher education institutions' placement managers/coordinators, student nurses and national health service staff. Results: Five key areas were identified, which included timing of introducing the post and establishing a clear rationale and understanding of the intention of the role. The benefits, challenges and suggested improvements to the Care Home Education Facilitator initiative are provided. Conclusion: Introducing the role of the Care Home Education Facilitator to work closely with key stakeholders resulted in increased placements for student nurses, but investing time in developing relationships with these stakeholders was critical to the success of the role. Summary statement: What is already known about this topic? There is a universal shortage of clinical placements for nursing students, particularly within a care home setting.The number of studies exploring how we might grow the number of nurses needed in this setting is limited. What this paper adds? This study evaluated a novel initiative introduced in South Wales, United Kingdom, that focuses on the development of nursing placements in the care home setting.Engaging with stakeholders involved in the development and implementation of the Care Home Education Facilitator initiative, a roadmap was provided to illustrate the stepped approach required to support an active care home placement including key governance arrangements. The implications of this paper: For those involved in identifying and developing student placements, this study provides valuable insight to a role that can help increase student numbers in a care setting often overlooked.It identifies viable career options for nurses at the point of registration.The role assists with widening networks for the care homes across health and social care sectors. [ABSTRACT FROM AUTHOR]

The starting base of this paper is human life as a highest human value and the right to life as top inherent and natural right of the man. According the theory of natural rights all other human rights are in the function of the right to life. In line with that those rights are natural rights. The right to education is in the function of the qualification of the man for life and for maintenance of his life in the natural and socioeconomic conditions which are enforced to man by his natural environment. In the moment of birth the man is „tabula rasa“- the being without any knowledge for objective reality. The life enforce the man, in the very beginning of his life some needs which, by his age and development as a human being, become a numerous. For supplying those needs the man learns. During the process of learning or studying the man acquire the know ledges and abilities to which he has a natural right because those know ledges and abilities are necessary for supplying of his living necessities and for maintenance of his life. Having in view those facts, the right to acquire knowledge, as a right to education is a natural right of the man. This right is directly and indirectly in function of the right to life, and it is achieved through number of forms of informal or spontaneous learning and formal, by society organized studying. The right to education, as a natural right, is the subject of the regulation of the more international legal acts which are based on the theory of the natural right. Among those acts the most important are: The Universal Declaration of Human Rights, International Covenant on Economic, Social and Cultural Rights, Declaration on the Right of the Child, Convention on the Rights of the Child, Convention for the Protection of Human Rights and Fundamental Freedoms (European Convention of human rights) and other international acts. The provisions on education contained in these acts are incorporated into the constitutional provisions of the states and their national legislations on education. In the paper is analyzed the right to education, as a natural human right, in the international legal acts and as an informal and formal education. The analysis is based on the theory of natural law. [ABSTRACT FROM AUTHOR]

Predicting student performance in the future is a crucial behavior prediction problem in education. By predicting student performance, educational experts can provide individualized instruction, optimize the allocation of resources, and develop educational strategies. If the prediction results are unreliable, it is difficult to earn the trust of educational experts. Therefore, prediction methods need to satisfy the requirement of interpretability. For this reason, the prediction model is constructed in this paper using belief rule base (BRB). BRB not only combines expert knowledge, but also has good interpretability. There are two problems in applying BRB to student performance prediction: first, in the modeling process, the system is too complex due to the large number of indicators involved. Secondly, the interpretability of the model can be compromised during the optimization process. To overcome these challenges, this paper introduces a hierarchical belief rule base with interpretability (HBRB-I) for student performance prediction. First, it analyzes how the HBRB-I model achieves interpretability. Then, an attribute grouping method is proposed to construct a hierarchical structure by reasonably organizing the indicators, so as to effectively reduce the complexity of the model. Finally, an objective function considering interpretability is designed and the projected covariance matrix adaptive evolution strategy (P-CMA-ES) optimization algorithm is improved. The aim is to ensure that the model remains interpretable after optimization. By conducting experiments on the student performance dataset, it is demonstrated that the proposed model performs well in terms of both accuracy and interpretability. [ABSTRACT FROM AUTHOR]

Purpose: This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were adapted to secure rural school success. Design/methodology/approach: The author used the International Successful School Principalship Project research protocols to develop a multiple-perspective, mixed-method case study that investigated the principal's leadership at the school. Findings: The findings illustrate how the leadership practices of the principal healed the fractured school–community relationships, which allowed the school community to work together towards a common school vision. A key factor in the school's success was the principal's personal connection to the local rural community of which he was a part. This notion of native connection could have practical implications for the recruitment and retention of rural principals in the future. Originality/value: Whilst it is widely acknowledged that principals need to consider their school and community contexts when making leadership decisions, there have been few studies that have focussed on understanding how this can be achieved in the context of rural schools. This case provides a rich account of a principal's leadership practices in one successful school in rural Australia. [ABSTRACT FROM AUTHOR]

In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the 'Double-Reduction' policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the 'Double-Reduction' policy in mid−2021 by using narratives to analyse the three most circulated explanations for the policy and its timing. We use data from a range of formal and informal policy texts. The three narratives, including one policy narrative dominant in the official discourse and two alternative ones, constructed the causal stories about the policy's rationale from multiple perspectives. The combination of multiple perspectives and a narrative approach helps reveal the policy event's complexity and lays a foundation for researchers interested in tracking the development trajectory of this new policy. [ABSTRACT FROM AUTHOR]

This paper reports on qualitative interviews of gender-diverse youth (n = 17) about their educational experiences. Using transgender studies and grounded theory research methods, I examine how schools produce and reproduce policies and practices that harm transgender individuals. This paper identifies specific actions, practices, and policies the participants experienced were helpful, purposefully harmful, and unintentionally harmful regarding their gender identities and expressions. [ABSTRACT FROM AUTHOR]

This paper explores the integration of artificial intelligence (AI) in education and research, highlighting its potential to transform traditional teaching methods and enhance academic inquiry. The use of AI in education is examined, focusing on its ability to streamline administrative tasks, provide personalized instruction, and support teacher professional development. The benefits and challenges of AI adoption in the classroom are discussed, including its impact on teacher burnout and the potential disruption of teacher-student relationships. Additionally, the paper explores the applications of AI in scientific research, emphasizing its role in data analysis, literature review, predictive modeling, and collaborative research. The experiences of a professor who integrated AI into their classroom are shared, and the decision-making process, adjustments made, and the importance of balancing AI-driven instruction with interactive in-class activities are discussed. The paper highlights the need for ongoing evaluation, adaptation, and human-AI collaboration to ensure AI's responsible and effective integration in education and research. [ABSTRACT FROM AUTHOR]

This review study investigates the role of Learning Management Systems (LMS) in education within the context of the Internet of Things (IoT). Higher education institutions, particularly universities, must adapt their contents, activities, and methods to function more efficiently in a digital context. LMS is a tool for creating, distributing, tracking, and managing educational and training materials. IoT, a transformative technology, significantly impacts various aspects of human life, including security, healthcare, recycling, and environmental monitoring. This paper addresses the significance of IoT technology in education, particularly in enhancing the efficiency of teaching and learning. The framework for an IoT-enhanced LMS is part of a three-year research project at the Arts, Sciences, and Technology. [ABSTRACT FROM AUTHOR]

This paper investigates the application of appropriate mechanisms and procedures for identifying, reducing, and suppressing fraud. Challenges and obstacles faced by municipalities in the implementation of internal controls for the prevention of fraud are also discussed. A survey was conducted in various Belgrade municipalities, and 162 usable responses were received. It was observed that there is a lack of internal control or that, where it exists, it is not sufficient to effectively manage fraud. Further, the results of the study indicate that only one element of fraud risk management, the level of education of employees, is significant in reducing fraud incidents. Namely, the education and training of employees contribute the most to fraud detection. The implications of these findings are discussed. Through the analysis of the relevant literature and research, this paper offers recommendations for improving internal control in local municipalities in order to reduce the risk of fraud and to increase responsibility in the management of public resources. [ABSTRACT FROM AUTHOR]

Female participation in economic development is crucial for female empowerment. It further indicates the maturity and level of emancipation of a society. The labor market is a very significant indicator of this phenomenon. The Arab labor market has its unique features. This paper aims to study the prevailing trends in the Arab labor market. The paper has included in its scope women's unemployment both for educated and uneducated women in the Arab world. It also brings into its ambit aspects of supply and demand. It discusses the various constraints in this context. The paper is able to locate various factors responsible for the present state of female labor participation in the Arab world. [ABSTRACT FROM AUTHOR]

Increasing research focus is placed on how to embed social justice within Education degrees. This paper reports findings from the first two phases of a cohort study completed just before and at the start of the pandemic, which track Scottish Education students' reflections on social justice at one university. We used three focus groups (n = 14) and surveys to analyse students' (n = 45) definitions of social justice. Using Bronfenbrenner's Ecological System's Theory and Saldana's Analytical Coding framework we found that themes around prejudice, culture, policy and emerging professional identity captured participants' reflections as both beginning teachers and students of educational studies. Key to our findings was that fewer reflections of social justice were cited to global than to local contexts. This paper highlights ways in which university educators may conceive of social justice such that it is considered by students in both their immediate and in global contexts. [ABSTRACT FROM AUTHOR]

This paper explores the impact of Virtual Reality (VR) on teacher training and elementary education, highlighting the improvement in teachers' understanding and skills as well as students' learning motivation. The paper contributes to the understanding of the benefits and potential applications of VR in educational settings, particularly focusing on teaching and elementary school learning. A literature review was conducted to identify previous findings and research gaps related to the implementation of VR. The study was conducted through observations, surveys, and interviews. The collected data were analyzed qualitatively and quantitatively, and the results were used to develop recommendations regarding VR content design, implementation strategies, and supporting policies. Despite challenges such as cost, accessibility, teacher capacity development, and data security, addressing these challenges could enable VR to become a revolutionary learning tool that can improve the quality of education in Indonesia. With the right approach, including relevant content development and further research, VR can become an effective and engaging learning tool in sports education, taking the learning experience to a more interactive and innovative dimension. [ABSTRACT FROM AUTHOR]

Does parents' status motivation affect their educational product choices for their children? Across seven studies, the authors find that when parents believe that society provides enough opportunities for individuals to achieve higher social status through hard work (i.e., high social mobility), they prioritize the status advancement goal and prefer products that help maximize a child's strengths. However, when parents believe that even if one works hard, the opportunity to climb up the social ladder is limited (i.e., low social mobility), they focus on maintaining their current status and prefer products that help remedy a child's weaknesses. Moreover, the research demonstrates that this effect diminishes when the strength and weakness are in the domains that have low relevance to status. Finally, the research shows that when parents believe that children with specialties are more likely to succeed, they prefer products for maximizing strengths, whereas when they believe that well-rounded children are more likely to succeed, they prefer products for remedying weaknesses, regardless of their perception of social mobility. [ABSTRACT FROM AUTHOR]

This article examines the labor market returns to earning industry-certified credentials in the manufacturing sector. Specifically, the authors are interested in estimating the impact of a manufacturing credential on earnings and probability of employment, both overall and within the pre- and post-credential industry of employment. They link students who earned manufacturing credentials to their educational enrollment and completion records, and then further link them to IRS tax records for earnings and employment and to the American Community Survey and decennial census for demographic information. Earnings trajectories are presented for workers with credentials by demographic group, including age, race/ethnicity, gender, and educational attainment. To obtain more causal estimates of the labor market impacts of credentials, the authors implement a coarsened exact matching strategy to compare outcomes between otherwise similar people with and without credentials. Findings show that the attainment of a manufacturing industry credential is associated with increasingly higher earnings and a higher likelihood of labor market participation. [ABSTRACT FROM AUTHOR]

The role of university education in providing access to the labour market (employment) is reflected in increased employment opportunities for the educated population. The relationship between the unemployment rate and educational attainment is evident: the unemployment rate decreases as one moves from lower to higher levels of education. It can be seen that the unemployment rate, in terms of its size and dynamics, is inversely proportional to the level of education: it falls as the level of education rises, and vice versa. The aim of the research in this paper is to respond to the need to teach students with practical solutions for getting the skills needed to be easily employable in the labour market after graduation. The paper used a quantitative (questionnaire) and a qualitative (bibliometric) analysis. The data studied through the research shows the need for final-year students to receive additional practical skills training for employability. Entrepreneurship education, in addition to the university curriculum, can provide them with a viable alternative to increase their chances of integrating into the 21st century labour market. The innovative character of the work derives from the concrete practical activities that supported the optional entrepreneurial training of IULS students from Iasi. We can affirm, following the study undertaken, that the development of such additional and adapted educational activities increases young graduates' practical skills needed on the labour market. The access to non-reimbursable European funds, which offer additional educational opportunities to students, must be continued in order to produce the major economic effects expected by the whole Romanian society, with the aim of reducing youth unemployment. [ABSTRACT FROM AUTHOR]

The blockchain technology can become a solution in data privacy and protection, being considered a public and decentralized database, in which the identity of a user is masked in the form of an address. Based on this technology, several decentralized protocols such as Bitcoin or Ethereum have been created, with the help of which decentralized applications can be created. In this article, we examine how these technologies can be used to ensure the transparency of a software application, but also the privacy and protection of user data. Other facilities like Non-Fungible Token - NFT and Smart Contract are used. The paper proposes the design and the implementation (including the source code) of a web platform for education / courses incorporating blockchain technology. The results and conclusions are showed. Finally, the contributions of the paper, the limitations and future works are also highlighted. [ABSTRACT FROM AUTHOR]

Recent demographic changes in Western countries have resulted in higher rates of partnership dissolution and serial partnering, and an increase in childbearing across multiple partnerships. This has given rise to more complex family dynamics including multi-partner fertility (MPF), defined as having biological children with two or more partners. Yet estimates of MPF in the UK have not previously been available. This paper describes an 'indirect approach' to estimate the prevalence of MPF in the UK, for men and women, given different assumptions. The paper additionally explores differences in MPF according to own and parental educational attainment. Amongst those born in Britain in 1970, 12–14% of men and 15–18% of women experienced MPF by age 42, depending on the assumptions made. For most of the cohort, MPF occurred with two different coresidential partners. We have established that MPF is a common family formation in the UK, but there are large educational disparities in MPF prevalence. [ABSTRACT FROM AUTHOR]

This paper explores what needs to be done to better address the growing and substantial inequalities in the UK and how the 'Levelling Up' policy that seeks to address them could be improved. It argues that a much longer-term vision and a sharper, cross-government focus on fewer challenges is required to make a more tangible impact. Four key findings are identified: a focus on health and education is fundamental for our social and economic prosperity; there is a need for greater devolution of power, with transparent and robust accountability; an open, nationwide knowledge base to share what works and what does not, and the lessons learned from innovative pilots, is required; and a more holistic approach is needed to support businesses and provide them with better-quality support. This paper argues that without these issues being taken into consideration, the lives and well-being of our disadvantaged citizens, our children and our economy will continue to worsen. It concludes that making economic development a statutory function, putting it at the very heart of our public services, is needed to ensure that the levelling up outcome is achieved. [ABSTRACT FROM AUTHOR]

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines. [ABSTRACT FROM AUTHOR]

In the rapidly evolving 21st century, characterized by technological advances, the integration of Artificial Intelligence (AI) and intelligent systems has become increasingly important. This research focuses on the role of AI and intelligent systems in strengthening higher education and networking in an international context, with a specific focus on Morocco. It is undeniable that the advent of Internet communication technologies has facilitated networking, especially in the international educational context. This paper presents an analysis of three Moroccan universities, shedding light on the impact of international networking on academic and professional experiences, especially for doctoral students in Morocco. This paper is based on a mixed method research with a focus on primary data collection in Morocco. This research aims to provide valuable insights and recommendations forfostering a robust educational ecosystem in the context of international collaboration. Some of the findings of this paper highlight that, despite some limitations, AI and intelligent systems could potentially be used as important tools to create innovative learning materials. AI is becoming essential for predicting student needs and behavior, as well as for enabling international higher education and international perspectives within universities. [ABSTRACT FROM AUTHOR]

Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due to its nature of learning and teaching knowledge, an element that is more or less questioned by the rise of these technologies. As education can be seen as a component that determines the future of every other field of society, tools such as ChatGPT must be optimally regulated to enhance its gain or mitigate its loss. To contribute to this goal, this paper approaches the state of ChatGPT and its expected impacts on higher education through the lens of two major educational theories—John Dewey's Reflective-Thought-and-Action model and revised Bloom's taxonomy—aiming to propose possible evaluative criteria for the optimal usage of ChatGPT in academia. As ChatGPT is a relatively new topic of research yet a topic that requires an immediate focus due to its capabilities, this paper also aims to provide these criteria as one of the concrete starting points of future research in this field. [ABSTRACT FROM AUTHOR]

This paper draws on an oral history project which focuses on former coalminers' experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain's former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people's journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency – although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation. [ABSTRACT FROM AUTHOR]

It is assumed that nursing is performed on a scientific knowledge-based approach toward patients that considers the wellbeing of the whole person. The meaning and understanding are essential when conceptualizing the idea of caring for the whole person and how this is applied by nurses in healthcare. However, the meaning and understanding of holism varies widely according to research. The aim of this study was to show how a holistic approach is comprehended in studies about nurses' views to nursing. The study's design adopts an inductive interpretive approach. We conducted a qualitative literature review based on empirical, peer-reviewed studies retrieved from CINAHL Complete, MEDLINE and PsycInfo (EbscoHost). In all 126 papers were included for full text review, 17 papers were eligible for thematic analysis representing a variation in views on a holistic approach to nursing. Findings showed three different approaches: ontological-philosophical oriented: partnership/alliance oriented: help and need oriented. Interpreting the findings through the lens of Heidegger's view on holism - moving from a needs approach to towards a consciousness view, suggests that a deeper ontological awareness is needed to avoid a reductionist understanding of holism related to nursing. A higher degree of complexity in holistic thinking and reflection by visualizing an outcome based on a holistic meaning is suggested. [ABSTRACT FROM AUTHOR]

With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people's social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students' aspirations relating to 'being a "good" student' and being able to 'soma kwa bidii' or 'study hard', this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for 'being' in education in conjunction with future aspirations for 'becoming'. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate whether social investment (SI) policies improve employment among single mothers. Design/methodology/approach: This paper analyzes the potential effects of SI policies on vulnerable individuals and workers at the macro level by using the employment position of single mothers as a dependent variable. Time-series cross-national data from 18 OECD countries between 1998 and 2017 are analyzed. Multilevel model analysis is also used for robustness check. Findings: I find that public spending on education and family support is positively associated with the employment rates of single mothers. In contrast, active labor market policy (ALMP) spending is negatively associated. ALMP's negative effects stand out particularly with public spending on job training. Of all family support policies, family allowances are positively associated with single mothers' employment, which runs counter to the conventional argument that family allowances are a disincentive for women's or mothers' employment. Paid leave (length and generosity) is also associated with higher employment for single mothers. There is also some tentative evidence that public spending on maternity leave benefits (spending level) may raise the odds of single mothers being employed, when individual-level factors are controlled for in multilevel analysis we implement for robustness check. Research limitations/implications: This paper does not analyze the effects of the qualitative properties of SI policies. Future research is necessary in this respect. Originality/value: The effects of SI policies on employment among single mothers have not yet been examined in the literature. This paper seeks to be a first cut at measuring the effects. [ABSTRACT FROM AUTHOR]

Education for those who are visually impaired usually relies on modified materials and unique teaching methods. Nonetheless, the advent of Extended Reality marks a considerable change by providing immersive and interactive experiences that can surpass the challenges encountered in conventional learning due to visual impairments. This study aims to systematically review and analyse the existing literature on the use of extended realities in the education of individuals with visual impairment. This systematic review followed the Preferred Reporting Items for Systematic Reviews (PRISMA) statement as a formal systematic review guideline for data collection to ensure the quality and replicability of the revision process. Data were obtained from research studies over the period 2013–2023. The analysis included a total of 71 papers from Science Direct, ERIC, JSTOR, Taylor & Francis Online, and Scopus databases. The results show that Europe had the most publications on these topics during the past decade and that most papers were focused on higher education. Additionally, virtual reality was the most investigated topic. The findings indicate that extended reality has the potential to promote inclusion for the visually impaired in educational settings and provide them with enhanced educational experiences in many educational disciplines. [ABSTRACT FROM AUTHOR]

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Purpose: The number of young people using e-cigarettes (commonly referred to as vaping) has grown at an alarming rate, creating the need for urgent action. This paper demonstrates rapid step-by-step iterative application of the Co-create, Build and Engage (CBE) framework to showcase how marketing was applied in response to emerging trends that have negative health and environmental consequences. This paper aims to demonstrate how CBE is applied iteratively, ensuring student feedback leads module development. Design/methodology/approach: In Study 1, a pure seven-step co-design implementation, 19 high school students were invited to co-design a vaping prevention approach that would work for them and other people like them. During the sensitisation phase of co-design, students completed one Blurred Minds Vaping module. Feedback grids were provided, with students identifying likes, dislikes and ideas. This likeability data was used, together with input from technical experts and pedagogical best practice, in a 12-week research and development project that aimed to develop a new online learning module focused on vaping and their environmental impacts for the Blurred Minds Academy. The new module was tested with 20 high school students. Feedback grids were provided once again, allowing a comparison of results. Findings: Examination of feedback grid data demonstrates that the newly developed Vaping and the Environment module was improved. Considerations taken on board in the new module design (e.g. increased variability within the module) overcame criticisms expressed previously (e.g. it was boring and too long). Other criticisms remained evident, albeit at a much lower proportion suggesting the new Vaping and the Environment module, and future Blurred Minds module development, would benefit from iterative CBE application. Originality/value: Conduit et al. (2022) note that marketing academia has been criticised for having an increasingly less relevant managerial agenda. This paper outlines a rapid step-by-step application of marketing in response to one of society's most pressing health challenges – vaping. The iterative application of CBE is outlined, demonstrating that the student experience can be enhanced when marketing's continual improvement mindset is used. This is the first vaping prevention programme that has included substantive information around the negative impacts of vaping on the environment. [ABSTRACT FROM AUTHOR]

This paper presents and explains a model for the design and content of cyber security literacy curricula for postsecondary education and how Bloom’s Revised Taxonomy supports a model of teaching different levels of information security programs at different levels of higher education. Specifically, this paper shows three different security literacy levels (awareness, training, education) for the six different cognitive levels as defined by Bloom’s Taxonomy and applies them to different levels of postsecondary education. A summary table is presented to show how and why cognitive levels fit awareness, training, and education. Questions are presented for further research as to unique designs and development of different security literacy programs. [ABSTRACT FROM AUTHOR]

Paper folding-and-punching tests are used to measure spatial abilities in humans. This paper presents a qualitative model for paper folding (QPF) and a computer game (Paper Folding Game) developed to apply and show the reasoning capabilities of the QPF model. This interactive game presents paper-folding activities intended to help users train and understand how to fold a paper to get a specific shape. Then, it presents paper-folding-and-punching tests to the players. The Paper Folding Game can automatically generate paper-folding-and-punching questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training. The reasoning mechanisms in the QPF model are used by the Paper Folding Game to infer the right answer to each paper-folding-and-punching question. This reasoning capability allows the game to provide feedback to the players when they are wrong and also to create other plausible answers automatically, so that random question-answers are shown to the players in the master-mode. The Paper Folding Game has been implemented using Unity engine and it is available to download from GooglePlay and AppleStore for everyone to train their spatial reasoning skills. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide a literature review on the cloud-based platforms for the education sectors. The several aspects of cloud computing adoption in education, remote/distance learning and the application of cloud-based design and manufacturing (CBDM) have been studied and theorised. Design/methodology/approach: A four-step methodology was adopted to analyse and categorise the papers obtained through various search engines. Out of 429 research articles, 72 papers were shortlisted for the detailed analysis. Findings: Many factors that influence cloud computing technology adoption in the education sector have been identified in this paper. The research findings on several research items have been tabulated and discussed. Based on the theoretical research done on cloud computing for education, cloud computing for remote/distance learning and CBDM, cloud computing could enhance the educational systems in mainly developing countries and improve the scope for remote/distance learning. Research limitations/implications: This study is limited to papers published only in the past decade from 2011 to 2020. Besides, this review was unable to include journal articles published in different languages. Nevertheless, for the effective teaching and learning process, this paper could help understand the importance and improve the process of adopting cloud computing concepts in educational universities and platforms. Originality/value: This study is a novel one as a research review constituting cloud computing applications in education and extended for remote/distance learning and CBDM, which have not been studied in the existing knowledge base. [ABSTRACT FROM AUTHOR]

This scoping review explores the ethical challenges of using ChatGPT in higher education. By reviewing recent academic articles in English, Chinese, and Japanese, we aimed to provide a deep dive review and identify gaps in the literature. Drawing on Arksey & O'Malley's (2005) scoping review framework, we defined search terms and identified relevant publications from four databases in the three target languages. The research results showed that the majority of the papers were discussion papers, but there was some early empirical work. The ethical issues highlighted in these works mainly concern academic integrity, assessment issues, and data protection. Given the rapid deployment of generative artificial intelligence, it is imperative for educators to conduct more empirical studies to develop sound ethical policies for its use. [ABSTRACT FROM AUTHOR]

Rural communities are geographically isolated from large urban areas, affecting access to definitive care, specialists and other health services that only service urban areas. Rural decision-makers are often faced with numerous challenges regarding the availability, capacity, sustainability and performance of health systems in rural and remote areas. We evaluated the current body of literature on educational initiatives being used in under-resourced areas to increase the knowledge or skills of healthcare workers. This rapid review followed the methods laid out by the Cochrane Rapid Reviews Methods Group and included published articles from any of three databases that described and evaluated an educational intervention, in which healthcare workers were the learners and which took place in an under-resourced area. Papers were excluded if they were deemed to be too resource intensive, were an opinion or concept paper or took place in an urban area. Results were synthesised descriptively. Ten studies were identified that contained information on educational initiatives in a variety of countries. The healthcare workers targeted in the studies varied from physicians, nurses and midwives to community health workers and students. The quality of studies also varied and included randomised control trials, systematic reviews and both prospective and retrospective studies. Initiatives involving simulation or point-of-care ultrasound were most common and showed the most benefit to a learner's knowledge and skill development. A limited body of literature exists on educational initiatives for healthcare workers in under-resourced areas. While simulation and hands-on learning showed positive results, the opportunity remains for a low-cost, high-yield educational initiative tailored to the unique needs of healthcare workers in under-resourced areas. Résumé Les communautés rurales sont géographiquement isolées des grandes zones urbaines, ce qui affecte l'accès à des soins définitifs, à des spécialistes et à d'autres services de santé qui ne desservent que les zones urbaines. Les décideurs ruraux sont souvent confrontés à de nombreux défis concernant la disponibilité, la capacité, la durabilité et la performance des systèmes de santé dans les zones rurales et éloignées. Nous avons évalué l'ensemble de la littérature actuelle sur les initiatives éducatives utilisées dans les zones sous-dotées pour améliorer les connaissances ou les compétences des travailleuses et travailleurs de la santé. Cette examen rapide a suivi les méthodes définies par le Cochrane Rapid Reviews Methods Group et a inclus des articles publiés dans l'une des trois bases de données qui décrivaient et évaluaient une intervention éducative dans laquelle les travailleuses et travailleurs de la santé étaient les apprenants et qui SE déroulait dans une zone manquant de ressources. Des articles jugés trop gourmands en ressources, des opinions, des documents conceptuels ou en lien avec des zones urbaines, ont été exclus. Les résultats ont été synthétisés de manière descriptive. 10 études ont été identifiées, contenant des informations sur des initiatives éducatives dans divers pays. Les travailleurs de la santé ciblés dans les études variaient des médecins, des infirmières et des sages-femmes aux travailleurs de la santé communautaire et aux étudiants. La qualité des études était également variable et comprenait des essais contrôlés randomisés, des revues systématiques et des études prospectives et rétrospectives. Les initiatives impliquant la simulation ou le POCUS étaient les plus courantes et présentaient le plus d'avantages pour le développement des connaissances et des compétences de l'apprenant. Il existe un nombre limité de documents sur les initiatives éducatives destinées aux travailleurs de la santé dans les zones sous-dotées. Bien que la simulation et l'apprentissage pratique aient donné des résultats positifs, il est toujours possible de mettre en place une initiative éducative peu coûteuse et à haut rendement, adaptée aux besoins spécifiques des travailleuses et travailleurs de la santé dans les zones sous-dotées. Mots-clés: Formation, éducation, rural, éloigné, manque de ressources, première ligne, prestataire de soins de santé [ABSTRACT FROM AUTHOR]

Background: Interprofessional assessment and management of health needs for older adults living at home can help prioritize community service resources and enhance health, yet there is a shortage of professionals with the necessary competencies. Therefore, support and training for healthcare professionals in community settings to assess older adults' health with the aim of for health promotion are needed. Aim: To identify and provide an overview of published papers describing approaches for training healthcare professionals in assessing physical, mental, and social health needs in older adults living at home. Method: A systematic literature search of the Cinahl, Medline, Academic Search Ultimate, Scopus, Embase, and British Nursing Index databases was performed. We considered studies focusing on the training of healthcare professionals in assessing a single or multiple health needs of older adults aged 65 and above living at home. We considered studies published between 1990 – and March 2024. The review evaluated qualitative, quantitative, and mixed methods studies published in English-language peer-reviewed academic journals. A quality appraisal was conducted via the Mixed Methods Appraisal Tool (MMAT). Results: Twenty-three studies focused on training healthcare professionals to assess health needs and plan care for older adults living at home were included. The majority of the included studies combined teacher-driven pedagogical approaches consisting of educational sessions, written materials or e-learning, and more participant-engaging pedagogical approaches such as knowledge exchange or various forms of interactive learning. Healthcare professionals were trained to detect and manage single and multiple health needs, and some studies additionally incorporated interprofessional collaboration. Healthcare professionals were satisfied with the training content and it increased their confidence and competencies in health needs assessment and care planning for older adults. Moreover, some studies have reported that training interventions foster the implementation of new and effective ways of working and lead to positive outcomes for older adults. Conclusion: Healthcare professionals were satisfied with a combination of participant-engaging and teacher-driven pedagogical approaches used to train them in assessing health needs and planning care for older adults living at home. Such training can lead to enhanced assessment skills and facilitate improvements in practice and health promotion for older adults. Future research is recommended on interprofessional simulation training for conducting structured and comprehensive health needs assessments of older adults living at home, as well as on the implementation of such assessments and health-promoting interventions. [ABSTRACT FROM AUTHOR]

Background: The practise of paramedicine can be highly stressful particularly where urgent lifesaving decisions need to be made. Traditionally, educators have adopted the approach of placing students in simulated stressful situations as a way of learning to cope with these challenges. It is unclear from the literature whether traditional stress inoculation enhances or hinders learning. This scoping review aims to identify and examine both the peer-reviewed and grey literature reporting physiological stress responses to high-acuity scenarios in paramedicine and cognate healthcare disciplines. Methods: Adhering strictly to JBI Evidence Synthesis Manual for conducting a scoping review, medical subject headings and areas, keywords and all other possible index terms were searched across EBSCOhost (Medline, CINAHL and APA PsycInfo), Scopus and, PubMed. English language articles both published (peer-reviewed academic papers, reports and conference proceedings) and unpublished (grey literature, Google Scholar reports) were included, and publications citing retrieved articles were also checked. Results: Searches performed across five electronic databases identified 52 articles where abstracts indicated potential inclusion. From this, 22 articles which reported physiological or psychophysiological responses to stressful scenario-based education were included. Conclusion: This review identified that an acceptable level of stress during simulation can be beneficial, however a point can be exceeded where stress becomes a hinderance to learning resulting in underperformance. By identifying strategies to moderate the impact of acute stress, educators of paramedic and other healthcare students can utilise high-acuity clinical scenarios to their andragogical armamentarium which has the potential to improve real-world clinical outcomes. [ABSTRACT FROM AUTHOR]

This article discusses the landscape of education. The challenge lies in harmoniously blending the directive PUSH strategies, which focus on structured guidance, with the exploratory PULL methods, centered around the learner's initiative. To illustrate this, the realms of science and art as examples are used, showcasing how these strategies can be interpreted and applied in different educational contexts. The educational systems of selected countries are considered from the viewpoint of the novel framework involving PUSH and PULL methodologies in the delivery of education. China's emphasis on a structured and orderly educational process, Finland's dedication to student autonomy and flexibility, and the UK's integrative, hybrid model. Nevertheless, there is still a need for a cohesive approach that effectively combines the structured science education methods with the more fluid and interpretative methods used in art education. This paper deals with a comparative analysis of how educational systems in China, Finland, and the UK navigate the PUSH-PULL dynamics. In this article, we propose and develop a new model for understanding the role of students in the educational system. This model, which we are introducing, views the student in a dual capacity: as both an integral part of the larger educational framework and as the primary consumer of state-provided knowledge. Our model aims to reframe the traditional perspective on students' roles in education. By introducing the "Dual Lex" concept, this study aims to merge (melt) two principal different educational models into a cohesive whole. The term "Dual" emphasizes the simultaneous use of these two methodologies, while "Lex" suggests a set of principles or rules governing this integration. Overall, this approach seeks to establish an educational framework that is as methodical and precise as it is creative and expressive, thereby equipping students with the skills and knowledge for a versatile and dynamic educational journey and more flexible and student-centered preparation for their future professional careers. [ABSTRACT FROM AUTHOR]

In 2016 the National Museum in Oslo launched a nationwide touring exhibition that allowed visitors for the first time to touch the sculptures of modernist Aase Texmon Rygh. The aim was to encourage visitors to experience these abstract stone works through the body before engaging with various contextualising practices for a more comprehensive process of meaning-making. Allowing members of the public to touch original sculpture in an exhibition context was new not only for the National Museum but also internationally, and the exhibition generated considerable professional and media attention. In my role as the exhibition's curator, I set out to investigate the interdisciplinary process of developing the exhibition concept and the audience response through a practice-led research project. Drawing on different theoretical perspectives, such as learning theory and interdisciplinary sensory research, and audience surveys which were conducted during the exhibition, I wanted to learn more about how audiences experienced touching the sculptures, and how touch affected their process of meaning making. In this paper, I share some of my findings and also reflect on the importance of practitioners doing research on their own practice. [ABSTRACT FROM AUTHOR]

This paper presents the development of a multidisciplinary learning model using automated guided vehicles (AGVs) and autonomous mobile robots (AMRs) for laboratory courses, focusing on Industry 4.0 and 5.0 paradigms. Industry 4.0 and 5.0 emphasize advanced industrial automation and human–robot collaboration, which requires innovative educational strategies. Motivated by the need to align educational practices with these industry trends, the goal of this research is to design and implement an effective educational model integrating AGV and AMR. The methodology section details the complex development process, including technology selection, curriculum design, and laboratory exercise design. Data collection and analysis were conducted to assess the effectiveness of the model. The design phase outlines the structure of the educational model, integrating AGV and AMR into the laboratory modules and enriching them with industry collaboration and practical case studies. The results of a pilot implementation are presented, showing the impact of the model on students' learning outcomes compared to traditional strategies. The evaluation reveals significant improvements in student engagement and understanding of industrial automation. The implications of these findings are discussed, challenges and potential improvements identified, and alignment with current educational trends discussed. [ABSTRACT FROM AUTHOR]

Cyber–physical systems have become critical across industries. They have driven investments in education services to develop well-trained engineers. Education services for cyber–physical systems require the hiring of expert tutors with multidisciplinary knowledge, as well as acquiring expensive facilities/equipment. In response to the challenges posed by the need for the equipment and facilities, a metaverse-based education service that incorporates digital twins has been explored as a solution. However, the issue of recruiting expert tutors who can enhance students' achievements remains unresolved, making it difficult to effectively cultivate talent. This paper proposes a reference architecture for a learner-centric educational metaverse with an intelligent tutoring framework as its core feature to address these issues. We develop a novel explainable artificial intelligence scheme for multi-class object detection models to assess learners' achievements within the intelligent tutoring framework. Additionally, a genetic algorithm-based improvement search method is applied to the framework to derive personalized feedback. The proposed metaverse architecture and framework are evaluated through a case study on drone education. The experimental results show that the explainable AI scheme demonstrates an approximately 30% improvement in the explanation accuracy compared to existing methods. The survey results indicate that over 70% of learners significantly improved their skills based on the provided feedback. [ABSTRACT FROM AUTHOR]

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Purpose: The research aims to investigate the changing skills required for international entrepreneurship (IE) and the awareness of these skills among students and professionals in four European countries. The study intends to investigate students' and professionals' perceptions of entrepreneurial skills and the potential for educational programs to improve their awareness of these skills. Design/methodology/approach: This quantitative cross-sectional analysis uses an online questionnaire to collect data from 75 university students and 75 entrepreneurs in four European countries. Several tests validate the data, and Cronbach's alpha succeeded in measuring internal consistency. The results showed differences in the perception of skills between students and entrepreneurs. Findings: Entrepreneurs had developed all competencies except access to finance, while students had lower perceptions of their skills, except for collaboration. Students needed to improve significantly in access to finance, business planning, financial skills, knowledge of the labour market and digital marketing. Practitioners only required significant improvement in access to finance and digital marketing. Practical implications: Education programs should fit the needs of different groups: a broader program for students and more specific courses on access to finance and digital marketing for practitioners. Originality/value: The present research's original feature highlights the need to monitor and adapt to the constantly changing skills for IE and the importance of hard and soft skills. The paper provides insights into the subject's awareness and perceived standard, with reflections for policymakers and practitioners. [ABSTRACT FROM AUTHOR]

We use census data on external assessments in primary and secondary schools in the Basque Country (Spain) to estimate learning losses due to the COVID-19 pandemic in March 2021, 1 year after school closures, which lasted from March to June 2020. Differences-in-differences with student and school-by-grade fixed effects show an average learning loss of 0.045 standard deviations, an effect that is smaller than short-run effects estimated by previous papers, and estimated after 6 months of one of the most successful school reopening campaigns among OECD countries. The effect is larger in Mathematics, moderate in Basque language, and none in Spanish language. Controlling for socioeconomic differences, learning losses are especially large in public schools, and also in private schools with a high percentage of low-performing students. On the other hand, we find a regression to the mean within schools, possibly due to a compressed curriculum during the whole period. Finally, and more importantly, we use unique novel data on student socio-emotional well-being and show for the first time that students with higher learning losses self-report significantly worse levels of socio-emotional well-being due to the pandemic. [ABSTRACT FROM AUTHOR]

The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the theory of practice architectures (TPA) may provide a framework for understanding what happens as schools pursue this transformation. We critically examine whether TPA can provide an epistemologically and ontologically appropriate methodology to support change in schools with significant cohorts of First Nations students. A key premise of TPA is to uncover the meanings and impacts of the practices of the people entangled in school sites, and reveal the usually unseen structural arrangements that allow these practices to unfold. We contend that by making these arrangements visible, those involved in schooling are enabled to contribute to the transformative change that will foster culturally nourishing practices. [ABSTRACT FROM AUTHOR]