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There is increasing pressure for everyone to adopt sustainable behaviours and typically this starts at-home via appropriate food-based disposal practices; however, this is associated with various barriers impacting compliance. Targeted education in college and/or the university environment could provide a viable approach to overcome such difficulties; yet, limited readily available resources exist to bring this forth. This paper explores students' food packaging expectations and attitudes as well as information preferences in four countries (UK, France, India, and China). Students (n = 533) completed an online survey capturing food packaging purchase-based decisions, disposal-related challenges, and communication preferences. Students noted that food packaging had a dominant role in product choice. Fresh produce was considered an area for improvement, especially in the UK, India, and France, whereas snacks/baked goods were a priority in China. Disposal-related challenges were mostly associated with mixed materials. Students cited no clear information, limited choices, excessive packaging, and no nearby bins as common food packaging issues. This suggests that improving infrastructure (more bins, clearer signing) could be fundamental to encourage students to implement more sustainable food packaging behaviour. Furthermore, colleges and/or universities should consider students' preferred information formats (infographics, videos) and develop targeted education (recyclability) which can be easily disseminated to promote engagement and sustainable food packaging knowledge and awareness. [ABSTRACT FROM AUTHOR]

Background: Many children with rheumatic and musculoskeletal diseases are unrecognized. Identifying these children requires health care provider awareness, knowledge, and skills to recognize disease features and how (and when) to refer to specialist care. The aim of this paper is to highlight the need for better access to health care, review the essential role that education and virtual care play to address unmet need in low resource areas and especially to expand workforce capacity. Using collaborative partnerships, virtual platforms, and innovative assessment methods, musculoskeletal care and education can be delivered to reach a greater audience than ever before. Increased awareness through multiple initiatives and readily available resources are imperative to improve global rheumatology care. Conclusion: The needs of children with rheumatic diseases and musculoskeletal conditions are vastly underserved around the world resulting in preventable morbidity and mortality. Expanded implementation of virtual education and e-health care platforms provides an opportunity to increase access to care for children globally. [ABSTRACT FROM AUTHOR]

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore the potential of implementing an action competence teaching model as a framework for achieving sustainable development goals (SDGs) in higher education. The paper seeks to draw insights from the students on the potential of this teaching model. Design/methodology/approach: The study adopted a quantitative research design in exploring the potential of an action competence teaching model. This study used self-report measures to obtain insights into the objective of the study. Findings: The action competence teaching model was seen as useful in equipping students with knowledge about a problem, confidence and willingness to act. However, some issues like the design of the projects, teamwork and instructional practices were identified and discussed. Originality/value: To the best of the authors' knowledge, this study is the first to implement an action competence teaching model to help draw insights from students on its potential. This paper documents certain aspects of action competence that require attention before being implemented in higher education. This information so far lacking in scientific literature contributes to ongoing discussions on SDGs while unveiling strengths and weaknesses to be considered. [ABSTRACT FROM AUTHOR]

The future is the first fundamental projection for architecture. Architecture has a duration in time, which often goes beyond the very life of its designer, so it is in itself a time machine, which must inexorably come to terms with projections of the future. Through a review of utopias in the field of architectural design over the last few centuries, this paper intends to explore utopian aspirations for the future spatial ideal of architectural education and the dialectic of its need to be 'realized'. The findings indicate that the futurescapes of architectural education requires cross-fertilization through interdisciplinarity, which emerges from the bottom up, generating contributing scenarios from the community; the adaptability of scenarios that are dynamic and in turn can generate variables in constant transformation; the temporal stratigraphy of the built environment, involving the coexistence of artifacts from different eras within the same space, and the need for reconciliation and sustainability; as well as the need for interdisciplinarity and "out of the box" thinking that contributes to a greater awareness of non-traditional approaches. From the perspective of design education, the futurescapes, through experimentation in literature research and educational practice, it is evident that in the educational practice of fostering the next generation of architects and designers, they need to be capable of more than assessing issues from the perspective of design and community, not only to face current challenges but also to design the future they desire for themselves and the communities in which people live. [ABSTRACT FROM AUTHOR]

This paper is a conceptual exploration and diffractive reading of refugee/(im)migrant education through multiple lenses, including data-driven decision making, critical refugee studies, new materialism and critical feminist and posthumanist studies, and trans theorizations such as Black trans feminism. After a brief introduction to "the field" of refugee/(im)migrant education, the paper turns to diffractive readings of refugee/(im)migrant education as means of exploring what is the matter, as in the material and discursive substance, in refugee/(im)migrant education, and why and how (including when, where, and by whom) does that matter come to matter? The paper concludes with discoveries, or findings, from this diffractive, transdisciplinary exploration and considerations for educators, policymakers, researchers, activists, and other actors (co)constituting and "becoming with" refugee/(im)migrant education. [ABSTRACT FROM AUTHOR]

This article is an invitation for social constructionist practices in the educational system to enhance school participation. The paper represents a qualitative research, and it explores the perspectives of children that are learning in rural areas. Fifteen in-depth interviews and three focus groups with children were conducted between April and December 2020. In this research is used a constructionist approach that finds participation as a social construction. In this line, school participation is created at the level of interactions between children, teachers, and parents through a continuous negotiation. The purpose of the research is not necessarily to highlight the practices through which children are involved as being appropriated or not, but rather to explore how children experience school participation, generating new practices to flourish school participation. The importance of this qualitative research is the fact that it includes the voice of the children that often is silenced in certain issues. Finally, the paper proposes a theoretical model addressing three different levels of school participation aim to generate solutions and new ideas for improving children's participation, considering their own perspectives. [ABSTRACT FROM AUTHOR]

In this theoretical paper, I bring together work on structural, racial, and affective gaslighting to turn attention to 'affective injustice' as a distinct kind of injustice suffered by victims of racial gaslighting in educational settings. Under this conceptual framework, it is possible to explore how education spaces facilitate racial gaslighting as a form of affective injustice – from the intentional prejudices of individuals (students and educators) to the unconscious biases and insidious norms that allow the production of racialized practices and pathologize students and educators of color for their resistance against white supremacy. I argue that a social and political theory of racial gaslighting in education offers an opportunity to identify and analyze how gaslighting mobilizes racialized stereotypes and structural inequalities to perpetuate affective injustice against marginalized educators and students. The paper concludes with a discussion of the theoretical and pedagogical implications of examining racial gaslighting in education. [ABSTRACT FROM AUTHOR]

The consequences of poorly processed reports of child abuse and neglect, along with governance challenges in child protection systems, are well-documented. Recent research, inquiries and royal commissions emphasise the need for child-centered and participatory practices that support the rights and dignity of children and their families. However, the challenges of quality case recording in child protection systems and contexts remain unclear. This paper reports on the findings from a pilot study that interviewed (n = 22) and surveyed (n = 56) social work students and social work curriculum developers from Australian Universities and practitioners currently working in the Australian child protection service system. By capturing participants' professional insights, we aim to understand the embedded barriers to transforming child-centered systems by focusing on strengths and possibilities in current practices rather than reiterating deficiencies in recordkeeping. This paper reveals insights into how professionals working in the child protection system understand and are supported in child-centered case note recording and recordkeeping practices. It also identifies the possibilities for the crucial role that interdisciplinary collaboration and alignment between social work and recordkeeping informatics can play in transforming and supporting recordkeeping approaches and practices that prioritise and uphold the rights and dignity of the child. [ABSTRACT FROM AUTHOR]

Computer-aided design (CAD) has become an integral part of engineering education, particularly for those studying mechanical engineering. By providing practical skills that are highly valued in the engineering industry, proficiency in CAD systems enhances students' employability. Generally, CAD systems provide students with the tools and knowledge necessary to excel in their engineering education and future careers. In order to help teachers to give the best training to their students and to make the right evaluations, an automatized tool is needed to support the evaluation of CAD models during training sessions. After an extensive bibliographical search, this paper proposes a CAD Model Automatized Assessment (MAA) Tool for mechanical courses called the CAD MAA Tool. This tool is mainly based on a developed model that takes into account different aspects of modeling, such as geometric, feature-based, and parametric modeling. To correctly evaluate a given part compared to a reference one, the proposed model uses different coefficients fixed by the teacher according to their teaching strategies or course objectives. [ABSTRACT FROM AUTHOR]

Podcasts refer to episodes of audio content that are readily available on streaming applications on smartphones or computers. This paper reports on the development of the 'Breathe In Radiography Podcast' series for radiography students and provides suggestions for evaluation. Podcast development followed a structured framework, including identification of podcast topics and expert guests, content development, audio recording, episode upload to host site and distribution. Using a framework was useful to guide development and ensure consistency across podcast episodes. Evaluation through podcast usage data, surveys and focus groups provides a comprehensive strategy to explore radiography students' perception of the newly developed podcast series. [ABSTRACT FROM AUTHOR]

In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Female education is the best way to save a society, as Napoleon said; "Give me an educated mother, and I will give you an educated nation". In Pukhtun society especially in areas where Pukhtun societal codes are strong it is extremely uncommon for women to get education however Charasdda happened to be a strictly Pukhtun yet progressive region since the times of Khudai khidmatgar social movement which was run to aware Pukhtoon from education. However; this paper is particularly highlighting the significance of educated mothers and her influence on the education, health and living standards of her daughters. For this purpose, a survey of educated women of 50 respondents and a structured interview of uneducated women of 10 respondents were conducted. The empirical data is provided is tables for each question asked. The results showed that 40-45 women out of 50 educated women are positive about education, physical and mental health, high living standards, financial independency and consensus of daughters in marriage. 5-10 members revealed hesitation because of low socioeconomic status or strong patriarchal effects. The interviews from the illiterate females presented a negative turn towards overall wellbeing of daughters according to international standards. 6-7 respondents were on the extreme side while 3-4 were flexible towards the societal progress for daughters’ wellbeing. The perspective of illiterate women provides are wide reflection of a Pukhtun society. The result portion of the paper highlights the main outcomes on the wellbeing of daughters of educated mothers. [ABSTRACT FROM AUTHOR]

Water-resource challenges, encompassing both quality and quantity, pose significant threats to Florida's ecosystems, especially in the face of climate change, rising sea levels, and rapid urbanization. This paper explores the innovative stormwater-management system implemented at Naples Botanical Garden as a model for addressing these challenges. The Garden's approach, treating stormwater as a valuable resource, involves dry and wet retention areas, created lakes, and a unique River of Grass, mimicking natural ecosystems. This system not only mitigates flooding, but also effectively removes pollutants, recharges the aquifer, and provides a habitat for diverse wildlife. The paper emphasizes the economic, environmental, and social impacts of traditional stormwater-management practices in Florida. Naples Botanical Garden's case serves as a guide for botanical gardens and zoos globally, showcasing the pivotal role these institutions can play in sustainable water-resource management. The collaborative design process involving landscape architects, engineers, and horticulturists ensures a holistic and aesthetically pleasing approach to stormwater management. The paper underscores the role of botanical gardens in promoting nature-based solutions, educating the public, and offering tangible steps for implementing similar systems worldwide. It can help guide regional adaptation strategies to manage stormwater as a resource. [ABSTRACT FROM AUTHOR]

Blockchain technology has captured the attention of various industries due to its potential to revolutionize traditional systems through decentralization, transparency and immutability. This paper examines the emerging trend of integrating blockchain-based decentralized applications (DApps) into the education sector. With blockchain's distributed ledger system, educational institutions can achieve safe, secure and transparent management of student achievements, certifications and credentials. The paper presents the architecture of a system that enables students to build verifiable digital portfolios of educational achievements stored and shared securely using smart contracts and digital tokens. By harnessing the benefits and addressing the challenges of blockchain DAppps in education, we can pave the way for a truly transformative era in the learning experience of tomorrow. [ABSTRACT FROM AUTHOR]

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms. [ABSTRACT FROM AUTHOR]

Purpose: The article presents a bibliometric analysis of studies in the artificial intelligence field, with the principal source of scientific articles selected being the academic platform Scopus. Design/methodology/approach: The content of 3365 open access research articles has been taken into consideration from 2019 and 2024 years. The search documents related to “artifical intelligence” “in” “education” issue in title, abstract and keywords. The analysis was performed using the VosWiever program. Findings: The study showed that AI assesses students' skills and requirements using machine learning, and then utilizes the findings of that analysis to develop and disseminate personalized or tailored information that improves learning via increased retention and uptake. AI improves learning for students by providing them with possibilities for experiential or hands-on learning, particularly when paired with other technologies like virtual reality, 3-D, gaming, and simulation. Research limitations/implications: The first limitation of the study is a result of the papers and reviews that were selected that deal with artificial intelligence. Since a broad variety of scientific fields are included in the field of artificial intelligence, findings may vary if publications from other domains are completely taken into account. Consequently, one should use extreme caution when extrapolating the study's conclusions to the vast domain of artificial intelligence. Another limitation is the research timeline (2019-2024); future results may vary since we anticipate that new topics, concepts, and techniques will emerge in the expanding field of artificial intelligence, which will significantly change the outcomes of our study. Finally, since the study's data came from Scopus, it's possible that this research is impacted by some of Scopus's restrictions. Practical implications: The manuscript can be a guide for universities on what students need for AI as well as how to improve the didactic process. Originality/value: Manuscript fills the gap in the analysis of what is the main role of AI in the education area from the student life-cycle and university effectiveness. [ABSTRACT FROM AUTHOR]

The quests and advocacies for co-operations, alliances, integration and unity amongst African countries are quite historical, and are ever resonating in discourses on international relations. It is such advocacies that birthed the idea for the formation of the Organization of African Unity (OAU), Economic Community of West African States (ECOWAS), Southern African Development Community (SADC), etc. Unfortunately, not even the rationale for the metamorphosis from OAU to the African Union (AU) has been able to entrench the much desired unity of purpose amongst African states. This paper posits that the conversations on strategies for a closer and sustainable integration in Africa should not only be centred on socio-economic and political paradigms, but should deeply reflect cultural cum educational matrixes. The paper hypothesizes that cultural transmission, which is a fundamental goal of any educational system, has to be emphatically explored in the drive for integration and unity in Africa. It therefore conceptually highlighted the link between culture and education in regional integration, with reminiscences of such linkages in Africa. The paper however observes that, beyond the affirmations and declarations arising from Treaties and Charters by some regional fora in Africa, the varied uses of education for the purposes of cultural transmission, promotion of African history and languages, in addition to the merits of intellectual exchanges, are to be further surveyed as the plausible templates that would encourage integration in Africa. Consequently, the paper suggests that socio-political institutions, governments, sub-regional blocs and other agents of diplomacy and development in Africa should carefully reconsider the multi-dimensional values of education in the realization of the dreams of African nationalists for a well-integrated and united Africa. [ABSTRACT FROM AUTHOR]

Instructional leadership plays a particular role in school since its role has always been to impact effective teaching and learning processes. Instructional leadership practices is essential in promoting professional development among teachers. Professional learning communities (PLCs) are recognized as one of effective organization practice involving collaborative learning to improve school performance. This paper emphasize the importance of promoting collaborative learning among teachers by instructional school leaders. Therefore, this conceptual paper aims to discuss the influence of instructional leadership practices among school leaders towards PLCs practices. Hence, issues and challenges in implementing PLCs in schools are discussed. As a result, this conceptual paper offers insights with implications for policy, practice, and training. The policy makers should emphasize the encouragement of PLCs implementation to promotes its beneficial practice for school performance. Besides, school leaders should focus on instructional leadership strategies that highlight best practices to promote collaborative learning opportunities for professional development among teachers. This paper also underscores the significance of equipping school leaders with the necessary skills to foster a positive school climate, thereby enhancing the successful implementation of Professional Learning Communities (PLCs) among teachers. In conclusion, instructional leadership plays an important role in supporting the PLCs implementation in school. [ABSTRACT FROM AUTHOR]

This paper aims to describe the idea and approach to innovate the curricula and syllabuses at the Faculty of Technical Sciences at University "Mother Tereza" towards taking its part of responsibility to contribute to the UN goals of Sustainable Development. In last improvement of the curricula od different studying programs, the Faculty of Technical Sciences introduced a course "Sustainable development in technology" as basic tool to make sure the students, further engineers, become familiar with one of the most important awareness of humanity regarding periods to come, all shaped in UN Sustainable Development strategy. Due to the fact that Sustainable Development is a mixture of environmental, economic and social aspects of contemporary life, and all of them have deep connections with the technology, no gap between purely technical, economic and social views are allowed any more. Therefore, in front of teaching staff at the Faculty of Technical Sciences is a very important and complex duty to make students aware of the core meaning of Sustainable Development, its relation to their further profession and bring knowledge and skills how to deal with all new challenges. This task, opposite to some basic courses in engineering is much more complex in terms of multidisciplinary and put some new challenges in front of the teaching staff. This comes from the fact that nowadays, and in the future, the role of the engineer has been widened and become more complex, and more interdisciplinary adding more environmental, economic and social aspects. It is important that including of sustainable development knowledge, competences and skills, in engineer portfolio should not be taken as a burden, but chance to contribute to everyone's future. The Faculty of Technical Sciences already takes the first steps in this direction and first experiences are described here. [ABSTRACT FROM AUTHOR]

This paper seeks to address the wider questions of populism and its seeming contemporary rise within the specific context of the Philippines, regarding education. Starting from the assumption that neither politics nor education sits above cultures or spaces autonomously acting upon them but instead emerges with/because/against particularities; after a brief overview of populism, I explore the conceptual characteristics in context. This is informed from my own experiences of living and researching in the Philippines, including experience of the Mindanao conflict but also the failure of liberalism in the Philippines more generally, the failure of western education to 'develop' the nation and the reactions that led to the populists rise of Duterte. The paper offers an understanding of the complexities of populism and offers some hope to how education can meet the challenge through a specific example of critical participatory community education. [ABSTRACT FROM AUTHOR]

Copyright of Zeszyty Teoretyczne Rachunkowości is the property of Stowarzyszenie Ksiegowych w Polsce Rada Naukowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Formal education has all too often been portrayed as a means of achieving social and economic mobility, there is a need to address the unequal footing for adolescents in the Global South attempting to achieve social mobility through education. Drawing on ethnographic research conducted in Sri Lanka, this article considers the impact of upward mobility-driven discourses of the North on the type of aspirations formed by adolescents in the Global South, and the social implications that arise as a result. Through observation, interviews and focus groups carried out at a secondary school for girls and a private tuition centre in Sri Lanka, the paper considers the value given to private tuition compared to government-funded schooling. In doing so, it examines the implications of mobility-driven discourses on the schooling experiences of adolescents in the Global South, particularly the heightening of educational and social inequalities. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and replicable manner. Sensory experience education normally involves the usage of the five senses (smell, taste, sight, feel and hearing) as means to demonstrate, scaffold and illuminate introductory-level wine curricula. This study identifies the methodologies used in existing in educational wine sensory experience literature, identifies the pedagogical utilities of current wine research and explores findings useful for wine educators. Design/methodology/approach: This paper uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) for literature review reporting. Findings: From the existing body of literature involving wine sensory experience in education (N = 20), five pedagogical utilities emerged from the dataset: wine sensory experience training (n = 7), wine sensory analysis techniques (n = 5), teaching environment (n = 5), wine and food pairing (n = 2) and psychological context (n = 1). Furthermore, experimental design is the preferred method (n = 14) of research related to wine sensory experience in education. Practical implications: This study provides utility for wine educators at the college and university level and may provide perspective and tools for firms seeking consumer engagement through wine education. Originality/value: To the researchers' knowledge, there are no literature reviews that explore wine sensory experience in education. Thus, the primary contributions of this study are threefold: identification of current gaps in wine education research, identification of future research questions and avenues of study, and resources for curriculum improvement of introductory wine courses. [ABSTRACT FROM AUTHOR]

This article explores the formative stages of Ronald Storrs's governorship of Jerusalem by focusing on the nascent years of British control in Palestine from 1917 to 1919. While much scholarship has concentrated on Storrs's patronage of the Pro-Jerusalem Society, his response to the Nabi Musa riots of April 1920, and his early relationship with the Zionist Commission, less consideration has been given to the establishment of his authority in Jerusalem during his first two years in the city. Drawing upon Storrs's personal papers and archival research, it traces the roots of his style of governing back to his childhood experiences and education, together with his early years as a colonial administrator in Egypt. In doing so, greater context is given to Storrs's initial perceptions of the city after his arrival in December 1917, and his subsequent relations with the communities of Jerusalem during the first two years of British rule. [ABSTRACT FROM AUTHOR]

Teaching and learning programming, and especially Object-Oriented Programming (OOP), is a complicated and challenging task. Students have to comprehend various OOP concepts and utilize them for designing object-oriented programs. Various types of educational programming environments, such as microworlds and educational games, have been devised for supporting novices mainly in comprehending OOP concepts. However, such environments do not usually support students in the conceptual design of object-oriented programs of a considerable length and complexity. In this paper, we focus on a systematic mapping study (SMS) of educational programming environments for enhancing the conceptual design in OOP, which relies on modularity, abstraction and encapsulation. The research questions investigate the intended learning outcomes, the empirical evidence on the effectiveness, and the teaching/learning technologies used by educational programming environments for enhancing the conceptual design in OOP. The findings can support instructors in selecting appropriate tools for their courses and researchers in the field of educational programming environments for OOP. [ABSTRACT FROM AUTHOR]

Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed. [ABSTRACT FROM AUTHOR]

Nigerians from the onset, have a peculiar culture which is known in their ways of life. Their values and norms as elements of this their ways of life are embedded in moral education. However, in Nigerian society today, there is a high rate of negligence of societal moral values while many vices such as: dishonesty, disrespect of elders, insecurity, kidnapping, banditry, raping, corruption, bribery, and many others prevail. In light of the above, this paper examines the role of moral values and the sanctity of life in nation-building. Moral education is a means through which individuals are formed and reformed through qualitative training and retraining of human beings who are agents of development in society. The paper also considers moral education as a means of regenerating these norms and moral values. Again, the paper discovers among other things that moral values which are seen as behavioural conduct and attitude, should be displayed and encouraged by members of the society to build and revitalized the nation. Several recommendations were made and emphasis was laid on the need for moral values taught in moral education, with the collaboration of parents and government by imparting good moral values on the Nigerian Citizens. [ABSTRACT FROM AUTHOR]

This paper explores the potential use and limitations of ChatGPT in a programming course, specifically focusing on its evaluation in a Data Analytics course due to its broad applications. The study reveals that ChatGPT offers valuable assistance to teachers in creating class materials, facilitating teaching-learning activities, and designing assessments. Students also benefit from the technology, as it can generate R programming codes and serve as a learning companion. However, limitations were identified, including the generation of incorrect reference materials, the tendency to produce pattern-like content, and potential misuse. The paper encourages replication of the study in other courses to uncover additional strengths and limitations, contributing to the development of ethical guidelines for responsible utilization of this exciting technology. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ethiopia and Sudan are only the latest cases in more than 20 African countries that have burst into civil wars over the last 40 years. Tribalism is viewed as a leading cause of the conflicts in Africa. The overall objective of this paper is to determine how the educational systems of Africa might be reformed along the lines of sociological thinking and harnessed into a mitigative force against the retrograde effects of tribalism. I propose that Benedict Anderson's concept of imagined communities, which argues that all identities are socially constructed, will have a detribalising effect on African children if deployed in school history textbooks. The rationale is that atavistic tribal sentiments stem from false beliefs about the importance and sacredness of each tribe as indoctrinated by elders. The puncturing of the myths surrounding the sacredness of the origins and greatness of the tribe through the concept of imagined communities would lead to disillusionment about tribal distinctiveness and significance. This conceptual paper adopts an autoethnographic qualitative methodological approach. It augments the researcher's lived experience with the analysis of history and the literature to understand the intellectual potential of the concept of imagined communities to detribalise African children. The failure to stem tribalism in Africa stems from the failure of the school system to expose African children to critical thinking about tribal narratives. African and Africanist sociologists have already revealed the myths of our tribal distinctions. However, this study is the first to focus on African children in the classroom exposed to detribalisation in light of the concept of imagined communities. [ABSTRACT FROM AUTHOR]

This paper presents Paulo Freire (1921-1997), on the centenary of his birth in 2021, as a global icon in education, whose actions, reflections and writings, as well as dialogues and talks, occurred against the background of an ever globalising world. To quote Martin Carnoy on a text concerning globalisation, published two years following Freire's demise, processes of globalisation have intensified and acquired new meaning through advances in information technology which render production, cultural manifestations and education ever more synchronised on a planetary scale in real time. Drawing on Walter Kohan, I examine the notion of Freire as an itinerant educator, educationist and intellectual. The paper then explores the nature of hegemonic globalisation against which he struggled in his later years, until the time of his death. All this, I argue, renders him a global intellectual in a globalising world. [ABSTRACT FROM AUTHOR]

Introduction: The effects of technical support on psychological health and work-life balance have long been a source of discussion. By examining and reviewing the research on technology and its effects on these factors in four major domains-education, organisation, health, and gerontology-this study seeks to investigate this problem. Aim: To understand the impact of technical assistance on psychological well-being and work-life balance. Materials and Methods: The data were collected online by reviewing relevant research papers from the past 22 years, from April 2000 to August 2022, at the Amity Institute of Psychology and Allied Sciences, Amity University, Noida, Uttar Pradesh, India. The process of data collection began in June 2023 and took two months (until August 2023) to review, refine, analyse, and form conclusions based on the obtained results. Qualitative exploratory research was carried out by reviewing publications about technology and its effects on the specified variables in four major domains-education, organisation, health, and gerontology. To explain the patterns of connections between the variables, the research utilised content analysis. [ABSTRACT FROM AUTHOR]

Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

This paper reflects on an educator's perceived experiences and observations on the complex process of 'passage' when students transitioning from high school into their first-year of post-secondary education often struggle to adapt to academic writing standards. It relies on literature to further explore such a process. Written communication has become increasingly popular in formal academic and professional settings, stressing the need for effective formal writing skills. The development of online tools for aiding writing is not a new concept, but a new software development known as ChatGPT, may add to the many challenges academic writing has faced over the years. This paper reflects on the students' struggles as they navigate different courses seeking to adapt their writing skills to formal and structured written academic requirements. The COVID-19 pandemic forced many recent high school students into virtual education, uncertain of its effectiveness in developing the writing skills high school graduates require in academia. Many unknowns exist in using ChatGPT in academic contexts, especially in writing. ChatGPT can generate texts independently, raising concerns about plagiarism and its impact on students' critical thinking and writing skills. This paper hopes to contribute to pedagogical discussions on the current challenges surrounding the use of artificial intelligence technology and how better to support beginner writers in academia. [ABSTRACT FROM AUTHOR]

The world never saw Covid-19 pandemic coming. It disrupted all human systems including education. This pandemic caused a shutdown of the popular face-to-face-teaching and learning with digital and online teaching as the only alternative. However, this, being the only solution further exposed the deep inequalities in South Africa education where not all learners and teachers had access to internet facilities, electronic devices, ICT gargets, and skills. These learners were disadvantaged even when schools returned to normalcy. With this, the aim of this paper is to explore the lesson from Covid with the purpose of suggesting sustainable ways in the face of future pandemic that may disrupt education system. The main question in this paper is: How can education in South Africa be reinvented to be sustainable, inclusive, and equitable in the face of unforeseen pandemics? This paper is under pinned by the Chaos theory and employs a systematic review of literature within qualitative methodology. The findings of this paper reveal the under-preparedness for Covid, its implication and disruption to teaching and learning, and the need for inclusive and sustainable education system that can withstand any futuristic pandemic in South Africa. It also advocates for an inclusive and equitable education system, which makes this paper relevant and significant for contemporary education. [ABSTRACT FROM AUTHOR]

The economic development of countries depends upon their technological competitiveness. Computer technology is a major component of technology. More the people are competent in computer technology, the greater the chance of economic development. Saudi Arabia is no exception to this common view. Although computer education was started in Saudi Arabia in 1984, the progress had been slow for a long time. However, now, with the implementation of Vision 2030, there is a high focus on elevating the skills of the Saudi workforce to the global levels. Computer technology has a big role in this regard. The full implementation and achievement of developing computer skills among the Saudi workforce are affected by many issues and challenges. This paper reviews these challenges and issues and the possible solutions offered for some of them, using published literature. A systematic review methodology was utilised for this research. A total of 29 papers were shortlisted and reviewed. Challenges were noted both in learning and in teaching sides. Despite cultural segregation of gender, women are increasingly enrolling in computer programming courses due to government support, family influence, and a stable workplace. Needs and demands on computer skills are rapidly changing with time. This necessitates frequent updating of computer curricula. Many problems are faced by freshers and their seniors. Lack of knowledge in problem-solving affects their ability to construct algorithms and codes and variables for their programming. This is aggravated by a lack of feedback on errors. Other challenges include inadequate practice, inadequacies of time allocated for labs and tutorials, poor quantity and quality of homework, poor selection of instructors, discouragement by universities on computer use, lack of competency of instructors to motivate students, and absence of quality assurance and monitoring. Solutions have been suggested for some of these like 3D animation software like ALICE and automatic assessment. Teaching challenges include workloads due to large classes affecting individual attention to weak students and the need to address students' problems listed above. Common problems both students and teachers need to be solved through further research. Specific computer programming needs of healthcare professionals, hard of hearing students are to be addressed by implementing specific solutions. Some research in the future will also be helpful. The above challenges can be addressed by adapting solutions from research to the Saudi Arabia context. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field. Design/methodology/approach: Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom. Findings: Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion. Originality/value: No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade. [ABSTRACT FROM AUTHOR]

As IoT continues to reshape industries and daily life, our research revolves around cultivating a generation of IoT-literate individuals capable of addressing today's challenges. In the Internet of Things (IoT) education, it is crucial to provide students with the ability to work with the technology and apply it to real-world problems. This creates a demand for teaching methodologies compatible with newly explored networked learning activities, for example, Challenge-Based Education (CBE). This study explores the IoTempower Framework, a versatile pedagogical tool dedicated to enhancing IoT CBE education. Its open-source nature and teaching support make it accessible and adaptable for IoT courses that support hands-on learning and teaching practices. This paper investigates IoTempower Framework's educational applications by analyzing three higher-education study cases where it was deployed. It explores the framework with its associated devices as tools for experiential collective and critical learning. Through a survey of students and participatory observations, the paper evaluates the framework's impact on fostering collaborative engagement in project-driven courses. It introduces the concept of devices as social-material entities or design things and how this approach to device development can aid collaborative teaching and learning experiences. The paper underscores IoTempower Framework as a social-material tool that is significant in shaping effective IoT education by highlighting the interplay between technical and social aspects of its devices as pedagogical tools. [ABSTRACT FROM AUTHOR]

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The recent hyperbole around artificial intelligence (AI) has impacted on our ability to properly consider the lasting educational implications of this technology. This paper outlines a number critical issues and concerns that need to feature more prominently in future educational discussions around AI. These include: (i) the limited ways in which educational processes and practices can be statistically modelled and calculated; (ii) the ways in which AI technologies risk perpetuating social harms for minoritized students; (iii) the losses incurred through reorganising education to be more ‘machine readable’; and (iv) the ecological and environmental costs of data-intensive and deviceintensive forms of AI. The paper concludes with a call for slowing down and recalibrating current discussions around AI and education – paying more attention to issues of power, resistance and the possibility of re-imagining education AI along more equitable and educationally beneficial lines. [ABSTRACT FROM AUTHOR]