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Datafication is changing from the value of concept to the value of layer for the present world. It describes every aspect of our lives with data. In this paper, the researchers put the datafication in the context of the Fourth Industrial Revolution. Also, the authors examine some aspects changed by datafication. The researchers look at several aspects (put in context with the industrial evolution) and also to the effect of datafication on several areas of human activity. By using a qualitative approach, the research examines the datafication and its various dimensions. The results suggest the need for robust, transparent systems to manage the complexity of data and advocate for ethical and privacy considerations. These insights are crucial for policymakers, businesses, and academics, providing a comprehensive understanding of the legal environment, societal impacts, and innovation potential in the European Union. [ABSTRACT FROM AUTHOR]

The governance of Pakistan has gone through paradoxes in last five decades which have slanted the normal functioning of an existing government mainly because of treacherous intentions involved. Governance is answerable for administrating the country's social and economic resources. This administration in turn requires a system of accountability and adequate reliable information for placement of revenues of country efficiently. Although the 18th amendment has provided a strong foundation for deepening of administration affairs at local level, the policy has not been fully implemented. This research paper aims to strengthen devolution at local level for essential administrative delivery functions closest to the citizens which would ultimately help to reassert better governing system. In this milieu, this research has focused on analyzing the functions of two main sectors of health and education in the post 18th amendment implementation phase. Another important aspect is the evolving role of religion and sectarian issue which has created hindrances for the effective policy implementation. The paper is descriptive in nature and has attempted to examine independent variable of Pakistan's administration is being compared with dependent variable of government through an inundated governance. The paper focuses on the research question of how a Pakistan's administration will fully decentralized to manage the affairs of country at closest possible citizenship level as there is a need for government to govern the "council of common interests for stronger inter-provincial coordination platform" for forging national consensus which can accelerate the process of development of Pakistan. [ABSTRACT FROM AUTHOR]

The main purpose of the paper was to examine professional training of librarians and service delivery in public libraries in Nigeria. It is an opinion paper and therefore expository in nature. The paper discussed the history of public libraries in Nigeria and service delivery. The paper critically reviewed the professional training of librarians in public libraries. It also exposed various library services, such as current awareness, user education, inter-library loan, circulation, reprographic service and challenges affecting the services in the public libraries. The paper recommended among others, professional training for librarians with digital skills to enhance their productivity for efficient and effective service delivery. [ABSTRACT FROM AUTHOR]

Inspired by pandemic-transformed instruction, this paper examines the digital accessibility of five tech tools used in information literacy sessions, specifically for students who use assistive technologies such as screen readers. The tools are Kahoot!, Mentimeter, Padlet, Jamboard, and Poll Everywhere. First, we provide an overview of the Americans with Disabilities Act (ADA) and digital accessibility definitions, descriptions of screen reading assistive technology, and the current use of tech tools in information literacy instruction for student engagement. Second, we examine accessibility testing assessments of the five tech tools selected for this paper. Our data show that the tools had severe, significant, and minor levels of digital accessibility problems, and while there were some shared issues, most problems were unique to the individual tools. We explore the implications of tech tools' unique environments as well as the importance of best practices and shared vocabularies. We also argue that digital accessibility benefits all users. Finally, we provide recommendations for teaching librarians to collaborate with campus offices to assess and advance the use of accessible tech tools in information literacy instruction, thereby enhancing an equitable learning environment for all students. [ABSTRACT FROM AUTHOR]

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type articel is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) is considered as an effective and efficient instructional tool for architecture, engineering, construction, operation, and facility management (AECO/FM) education. However, it is essential to systematically evaluate them to obtain consolidated evidence on the impact of IVR applications. Thus, the aim of this article is to present the state‐of‐the‐art on all AECO/FM use cases, including learning theories/models, all key factors, and experimental design, and to suggest future directions for IVR research. This review follows a systematic literature review methodology to analyze 79 papers between 2013 and 2022. The results show that learning theories/models are not sufficiently applied. There is consensus that IVR influences affective factors positively. It is necessary to consider task type, task complexity, virtual environment design, and ergonomics of IVR tools in terms of cognitive factors. Cognitive/affective factors associated with learning performance should be examined in depth to develop more effective learning methods. Future studies should design and conduct experimental procedures with more scientific rigor. [ABSTRACT FROM AUTHOR]

In K-12 education, Computational Thinking (CT) has been a trendy issue in mathematics education, but the approach and results of CT + Math are not yet clear enough. This paper systematically reviewed 22 SSCI journal papers from three perspectives: the current status, outcomes, and implications of mathematics and CT integration. Results indicate that: (1) The empirical studies were more inclined to be carried out in primary school; (2) The sample size inversely proportional to the duration, the same as the duration and the learning phase; (3) the integration of mathematics and CT were gradually emerging in kindergartens, while the empirical studies in junior and senior high schools still needs to be improved; (4) The experimental type prioritizes case studies and lacks mixed research; (5) Most research designs employ a variety of measuring instruments but limited in multimodal data; (6) Through the teaching model of plug-in programming, the integration of mathematics and CT was centred on the field of geometry and number operations; and (7) The CT skills involved are mainly Problem decomposition, Pattern recognition, Abstraction, Algorithm design and Debugging. The limitations and future directions are also discussed in this paper. [ABSTRACT FROM AUTHOR]

Nowadays, the younger university students are increasingly using digital solutions, therefore teachers should turn to these solutions as well. One of the tools for this is to use an online platform instead of paper-based solutions for short end-of-class assessments. There are several such available software on the market, and this paper presents the use and results of Kahoot through two case studies. The details of the case studies also show the impact in logistics education. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has been widely explored across the world over the past decades. A particularly emerging topic is the application of AI in e-learning (AIeL) to improve the effectiveness of teaching and learning in precision education. This study aims to systematically review publication patterns for AIeL research with a focus on leading journals, countries, disciplines, and applications. In addition, a co-citation network analysis was conducted to explore the invisible relationships among the core papers of AIeL to reveal directions for future research. The analysis is based on a total of 86 core AIeL papers accompanied by 1149 citations in follow-up studies obtained from the Web of Science. It was found that a majority of AIeL studies focused on the development and applications of intelligent tutoring systems, followed by using AI to facilitate assessment and evaluation in e-learning contexts. For field researchers, the visualized network diagram serves as a map to explore the invisible relationships among the core AIeL research, providing a structural understanding of AI-supported research in e-learning contexts. A further investigation of the follow-up studies behind the highly co-cited links revealed the extended research directions from the AIeL mainstreams, such as adaptive learning-based evaluation environments. Implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This scientific paper to present the results of the research on perception of the selected university in terms of using VR. Practical research was carried out during Researchers’ Night 2022 and was concerned with the perception of university by event participants who tried virtual reality at that time. The participants assessed how virtual reality workshops influenced the perception of the university. Design/methodology/approach: The article uses the method of literature review as well as the survey, conducted during virtual reality workshops on participants of the Researchers’ Night 2022. Findings: The results of the survey provide valuable insight into the impact of VR on university perception by participants, their assessment of its attractiveness, and their preferences for VR classes. The findings show the positive influence of VR usage on the university image. Research limitations/implications: The most important research limitation was the research sample due to the time limit as the research was conducted during the Researchers' Night which had a limited duration – VR workshops lasted 3 hours. For this reason, research is planned on a larger scale in the future. However, these preliminary studies show a highly positive trend regarding virtual reality in education. Practical implications: The paper contains practical results of research on virtual reality perception and insights that universities can use to expand the technical infrastructure in the form of virtual reality equipment and improve the educational offer and marketing activities. Originality/value: The paper explores the perception and feedback on virtual reality of participants in Researchers’ Night 2022 after VR workshops. It presents how virtual reality affects the perception and image of the university that offers it. The article also shows the attitude of people towards the implementation of VR in education. This approach distinguishes the paper from existing literature by fulfilling the gap between theoretical discussions and practical application. [ABSTRACT FROM AUTHOR]

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological study designed to explore the experience of immigrant teachers in the United States. The participant was selected because she gained prominence in the larger study as the only teacher who reported that because of the injustices she experienced (personally and vicariously) during her K-12 education, she was inspired to pursue teaching as a career. The participant is a Black female teacher who immigrated from England to the United States, and who has taught for approximately 30 years between both countries. Her experience as a student and her work as a teacher, are reflective of, and analyzed through the lens of critical pedagogy. The participant's experience was carefully and respectfully crafted into a profile that produced three major themes: (1) Racial injustice as an altruistic inspiration to becoming a teacher; (2) the work of the immigrant Teacher of Color in the United States necessarily involves actuating an inclusive and racial justice curricular agenda; and (3) what it means to be an immigrant Educator of Color in the United States is to conceptualize your practice as a deliberate political act that counteracts racial injustice and inequity. [ABSTRACT FROM AUTHOR]

This article examines the pattern of female labour force participation since the 2000s in South Asia (SA) and the Latin America and Caribbean (LAC) countries. The objectives of the paper are twofold: first, to identify the factors that have led to changes in the patterns of female labour force participation in the two fastest-growing regions of SA and LAC and compare the underlying reasons behind the disparate trends; and second, to explore the policies appropriate for the two regions that can raise female labour force participation. From descriptive statistics and a review of existing research on gender inequality in employment in the two regions, the paper finds that a plethora of factors shape the extent of gender inequality in labour force participation. However, each of the factors has different roles and importance in the two regions, debunking any particular relationship pattern between economic growth and the gender gap in labour force participation. Hence, it is imperative to formulate multipronged, country- and region-specific policies. [ABSTRACT FROM AUTHOR]

The research project aims to develop a webbased dashboard that addresses the challenges faced by academic staff researchers. The problem is the fragmentation of publicly available information regarding funding and grants, making it challenging to obtain comprehensive summaries. Additionally, predicting appropriate conferences or journals based on the title or abstract of a research paper is time-consuming. Furthermore, the absence of a standardized rating mechanism hinders the fair evaluation of researchers. To overcome these obstacles, we propose a solution that utilizes advanced algorithms to summarize funding and grant data, predict suitable venues for publication, and establish an objective rating system for researchers. The proposed method will automatically generate personalized research profiles by leveraging machine learning techniques. The anticipated results of this research endeavor will significantly impact the academic community, streamlining the process of showcasing researchers' work, facilitating collaboration opportunities, and fostering a more efficient and productive research ecosystem. The contributions of this project will empower researchers to highlight their accomplishments and contribute to the advancement of their respective fields. [ABSTRACT FROM AUTHOR]

We examined the effects of number of and separation between support lines on handwriting characteristics of primary school students with satisfactory and unsatisfactory handwriting. Students (mean age 7.9 years) copied a text on paper with a baseline and with two or four support lines with a separation of 3 or 4 mm between the central lines. Handwriting size, velocity, and smoothness were determined for the four conditions relative to baseline. Children with unsatisfactory handwriting wrote larger and had more lifts during baseline condition. Writing between support lines, especially with small separation, immediately reduced the size of handwriting, but also adversely affected velocity and smoothness. Future research is needed to assess long-term effects. [ABSTRACT FROM AUTHOR]

Driven by the wave of artificial intelligence, the educational practice and application of robots have become increasingly common. Despite extensive coverage in the literature on various aspects of educational robots, there are still unexplored avenues, particularly regarding robotic support, robotic personality, and challenges in their applications. This study presented a systematic review of high-quality empirical research on the use of physical robots in educational settings. A total of 92 relevant papers from the Web of Science database were analyzed. Employing the technological pedagogical content knowledge (TPCK) framework, we investigated research questions across seven components, including the learning domain, teaching strategy, robot types, learning results, problems with using robots, robotic support, and robotic personality. The findings revealed that robots are most prevalently employed in language learning applications. When opting for teaching strategies, educators tend to favor those that incorporate physical interaction. Concurrently, humanoid robots emerge as the preferred choice among many. These robots, in human–robot interaction scenarios, often exhibit an agreeable personality. In terms of evaluating learning results, cognitive aspects like thinking, creativity, self-regulation, and inquiry ability are especially emphasized. Such results are frequently influenced by the informational and emotional support provided by robots. Nonetheless, challenges encountered by teachers, learners, and robots in this process are not to be overlooked. The findings of this study contributed to future applications of robotics in education. [ABSTRACT FROM AUTHOR]

This paper discusses the results of the study of educational effectiveness at the tertiary level. It contains an overview of the research considering the quality and effectiveness of higher education development, the issues of creating criteria for their assessment and measurement. The four groups of factors ("Man", "Milieu", "Material", "Method") for evaluating educational effectiveness were determined, totally including 65 points. The results of the students' surveys revealed the most significant factors as well as the least crucial ones influencing educational effectiveness in higher educational institutions. The total number of respondents was 279. It was found that the subgroup of factors "Teacher's competence" is the most important from the viewpoint of the respondents, while the subgroup "Infrastructure facilities" is the least valuable one. The priority measures list was given, the implementation of which will make it possible to increase educational effectiveness in higher educational institutions. Methods such as Ishikawa diagram building, brainstorming and the survey of students were used for achieving the objectives of this research. [ABSTRACT FROM AUTHOR]

Due to its ability to transcend the confines of a physical classroom, virtual reality (VR) technology has become a potent tool in the revolution of established educational paradigms. The revolutionary potential of virtual reality (VR) in education is examined in this paper, with particular attention to how it may produce immersive and captivating learning environments that go beyond traditional classroom boundaries. Virtual reality (VR) allows students to engage with difficult ideas, historical events, and scientific phenomena in ways that were not possible before by submerging them in virtual settings. Students can develop a lifetime love of learning, strengthen their comprehension, and develop critical thinking abilities through experiential learning and simulation-based learning. Additionally, virtual reality (VR) enables customized learning experiences based on each student's needs, fostering accessibility and inclusion for a range of learners. The technical infrastructure, content creation, and teacher preparation are some of the practical issues and difficulties that this study looks at when incorporating VR into educational settings. Every educator, from elementary schools to universities, may discover the enchantment of virtual reality in education through first-hand accounts and innovative research. Virtual reality (VR) turns abstract ideas into concrete experiences that pique students' curiosity and ignite their imagination by transporting them to far-off places, historical eras, and microscopic worlds. Virtual reality (VR) enables students of all backgrounds and skill levels, so it's more than simply immersive fun. It makes access obstacles disappear and provides individualized learning pathways so that every student can succeed in their academic endeavors. However, incorporating virtual reality (VR) into the classroom ethically and inclusively presents a unique set of challenges, ranging from technological obstacles to ethical issues. In the future, virtual reality will serve as both a tool and a doorway to a world of limitless educational opportunities. VR adoption tactics can also be discussed, including how to get over issues like restricted access to technology and worries about user comfort and safety. The advantages of using virtual reality in educational contexts are examined in this research. To begin with, virtual reality (VR) makes experiential learning easier by enabling students to interact hands-on with difficult subjects, which improves understanding and retention. Second, virtual reality (VR) breaks down geographical barriers, allowing students to investigate far-off places, historical occurrences, and scientific phenomena all from inside the classroom. This widens viewpoints and encourages curiosity. Virtual reality (VR) may also support a variety of learning methods by providing experiences that can be customized to meet the needs of each user. Additionally, by encouraging teamwork and problem-solving skills through multiplayer experiences, it improves collaboration and communication skills. In addition, virtual reality simulations offer a secure setting for students to hone their abilities in disciplines like engineering, medicine, and aviation, so augmenting their proficiency and self-assurance. All things considered, incorporating VR into the classroom promises to enhance the educational process, foster critical thinking, and better equip students for the problems of the future. [ABSTRACT FROM AUTHOR]

Immersive Virtual Reality (I-VR) is becoming increasingly prevalent in today's society and is a technology that is being used more and more in educational contexts and whose potential for learning has been widely discussed. Taking into account the latest research in neuroscience, we want to explore the potential of using immersive virtual environments to facilitate deep learning in educational contexts that invoke the value of experience, imitation and repetition. Neurodidactics seems to offer the most interesting insights into how participation in a virtual reality session can positively affect learning processes: this suggests that it is worth focusing on the learning processes that can be generated by this emerging technology. The paper concludes with some practical suggestions for design, addressing both the didactic experience and the learning objects. [ABSTRACT FROM AUTHOR]

This paper reflects historically and contemporaneously on the relationship between 'International Education and Development' actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within 'International Education and Development'. Theoretically, this work is underpinned by a critical application of the 'implicated subject', Rothberg's (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of 'victim and perpetrator' and recognise the way many others are 'implicated' in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as 'implicated subjects'. In the second part we explore two dimensions of EiE actors as 'implicated subjects': Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development. [ABSTRACT FROM AUTHOR]

Teachers hold many beliefs, shaped by their educational knowledge, experiences, and cultural, social, historical, and political environments. These teacher beliefs, together with teacher characteristics and school context factors can influence cognitive processes, expectations, instructional decisions, and practices which could affect learning experiences, student engagement, and achievement. Numerous studies have explored these factors, however, often separately or with only one or two others. This paper explores primary school teachers' self-reported perceptions on the relationships between teacher beliefs (including teacher class level expectations, self-efficacy, motivation, goal orientation, work engagement, passion for teaching, relatedness to students), teacher characteristics (including gender, ethnicity, teacher experience), and school context factors (including decile and year level taught), and the impact of these on student achievement and teachers' instructional practices. Associations were found between teaching self-efficacy and all the other factors explored; work engagement and teachers' years of teaching experience, gender, and school decile; and years of teaching experience and student achievement. Further, relatedness to students, passion for teaching, and teaching self-efficacy was found to be associated with teachers' instructional practices. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

Robotic Process Automation (RPA) is a cutting-edge technology that empowers software robots to perform repetitive digital tasks based on predefined rules. Traditionally, these tasks are carried out by humans interacting with various software applications through mouse and keyboard actions. RPA robots excel at emulating human actions with exceptional precision, speed, and consistency. RPA has gained widespread popularity across industries for its capacity to streamline business processes, increase productivity, and reduce operational costs. In educational settings, RPA is becoming an integral part of broader digital transformations. The related work discussed in this paper highlights that RPA is commonly utilized to automate administrative tasks for university staff, teachers, and occasionally students, while its potential applications in the learning process remain largely unexplored. Addressing this research gap, we introduce an innovative approach to leverage RPA in informal learning. Our method focuses on automating the course search process on e-learning platforms. The proposed algorithm includes interaction with platform interface, extraction of essential course details, storing retrieved data, and generating structured reports, all while communicating with various systems. Subsequently, we present a solution developed based on this approach, along with its outcomes, evaluation, and discussion of findings. [ABSTRACT FROM AUTHOR]

Introduction. Through a unique, inter-sectoral and interprofessional initiative, practitioners from education, health and social service sectors were invited to participate in communities of practice, facilitated online. The focus was on building workforce capacity to address the mental health needs of children and youth. Aim. This paper explores interprofessional workforce development by translating knowledge from a mental health promotion initiative developed overseas into the Aotearoa New Zealand context. Methods. Over a 6-month period, practitioners engaged in an iterative, capacity-building process, where they had access to the initiative materials and resources, shared practice stories, networked, and discussed barriers and facilitators for implementation. Qualitative thematic analysis was used to interpret data. Results. Members of the communities of practice engaged in storytelling and made sense of the initiative in relation to their previous knowledge and experiences: practice and thinking were validated. Mental health promotion was positioned as the responsibility of all sectors and the need for effective interprofessional collaboration was deemed essential. Furthermore, translation of the initiative into the bicultural context of Aotearoa New Zealand demanded and deserved sustained attention. Discussion. This study contributes interprofessional and inter-sectoral evidence for building workforce capacity to address the mental health needs of children and youth. Further research is warranted to investigate the outcomes for the children and youth served. Interprofessional communities of practice were shown to provide a sustainable mechanism by which knowledge can be received, transformed and translated into practice. [ABSTRACT FROM AUTHOR]

This paper extends Critical Race Feminista Methodological (CRFM) approaches by contending that convivencias− the coexistence necessary for creating relationships in the field − are an integral part of engaging research collaborators within educational historical research. Drawing on oral histories with Chicana/o librarians, personal collections, and archival sources, I outline the convivencias I shared with librarians that span across spatial and temporal dimensions. These interactions were centered on recollecting, remembering, and learning about the activism within Latina/o/x chidlren's literture and librarianship's history. Convivencias across space were possible through diverse interactions, such as in-person meetings, phone conversations, video conferences, and emails. Convivencias across time are represented by the continuity of sustained efforts to advance social justice in librarianship across multiple decades. The conceptualization of convivencias across space and time emerged as a CRFM tool that aims to center seldomly documented narratives of activism essential for fostering connections, cultivating community memories, and nuancing historical educational research. [ABSTRACT FROM AUTHOR]

The study of entrepreneurial incentives among students is a highly relevant issue because it is of utmost importance for the economic development of the country to cultivate generations of entrepreneurs who will create high-value technological startups and contribute to the transformation of Georgia into a technological hub, a goal that we have been calling a priority for years. In recent years, there has been a tendency among young adults to show entrepreneurial initiative, although this is modest compared to what could truly change the image of the country. Funds and angel investors have emerged in the country, ready to invest in interesting business projects with global potential. In this process, the role of universities could be invaluable. The primary obstacle that Georgia's and Portugal's education systems are still facing is incorporating entrepreneurial skills into formal and vocational education. Scant is the rundown of colleges that have coordinated this new test in their educational programs. The region is characterized by precarious and unsystematic skill-based professional schooling, reflecting inadequate funding initiatives lacking sustainability. The article studies the factors influencing students' entrepreneurial incentives in Georgia and Portugal, identifies the interests and opportunities of Georgian and Portuguese university students in starting a business, and discusses the best foreign practices for encouraging students' entrepreneurial activity. The article reports a study, based on a survey, which identified the main facilitating and hindering factors that influence students' entrepreneurial incentives. The paper also analyzes the environment supporting students' entrepreneurial activities in Georgia and Portugal, discusses the possibilities of finding financing, and identifies the main obstacles that students face when starting a business. [ABSTRACT FROM AUTHOR]

Entrepreneurship is associated with economic growth in developed countries. Education level, however, has different impacts on entrepreneurship. In some contexts, it has a negative impact due to educated individuals having greater job choice and awareness of risks and challenges in establishing a business. In other cases, low levels of education may drive the pursuit of entrepreneurship out of necessity. Using Global Entrepreneurship Monitor data from 2016, this research sought to determine the role of education and related factors in entrepreneurial motivation. The study focuses on the following Latin American countries: Panama, Chile, Argentina, Uruguay, Mexico, Brazil, Columbia, Peru, Ecuador, El Salvador, Guatemala, and Belize. Extending current research on entrepreneurship in the Latin American context, specifically related to opportunity and necessity motivations, the current study examines household income, education level, and work status. In this paper, findings indicate that education plays a role in entrepreneurial participation intent. Higher levels of education the intent leans toward opportunity motives and lower levels of education by necessity. We find that low-income households show greater evidence of nascent entrepreneurship. The study also looks at fully employed versus part-time employed entrepreneurs who show a propensity to not only see but act on entrepreneurship due to a perception or reality of a good opportunity. [ABSTRACT FROM AUTHOR]

This paper was aimed to analyze the impact of education on health of the Vietnamese older adults (defined as those aged 50 and over), using various socio-demographic, economic and health characteristics from a national survey (namely, the Survey on Older Persons and Social Health Insurance – OP&SHI) in 2019. Statistical analyses and probit regression models were used to pursue the research purpose. We generally found that older adults who never attended school or incomplete primary school had higher rate of poor self-rated health (SRH) than those having higher educational levels. Impact of education on SRH was not clear for the middle-old (aged 70–79) and the oldest-old (aged 80 and over). The probit regression results showed that education had a positive impact on SRH of the Vietnamese older adults. The findings of this study highlighted the need for a policy of prioritizing resources for education and training development, thereby changing the structure of future older population with higher proportion of highly educated people. Older people having higher educational levels usually have longer healthy life expectancies and thus reduce long-term care costs. [ABSTRACT FROM AUTHOR]

The possibility to use light in the visible spectrum to induce near-infrared luminescence in some materials, particularly Egyptian blue and related pigments, offers a significant advantage in terms of their detection. Since 2008, this property has been exploited to reveal the presence of those pigments even in tiny amounts on ancient and decayed surfaces, using a technical-photography method. This paper presents a new type of imaging device that enables real-time, easy, and inexpensive identification and mapping of Egyptian blue and related materials. The potential of the new tool is demonstrated by its effectiveness in detecting Egyptian blue within some prestigious sites: (a) Egyptian findings at Museo Egizio, Turin; (b) underground Roman frescoes at Domus Aurea, Rome; and (c) Renaissance frescoes by Raphael, Triumph of Galatea and Loggia of Cupid and Psyche, at Villa Farnesina, Rome. The device is based on night vision technology and allows an unprecedented fast, versatile, and user-friendly approach. It is employable by professionals including archeologists, conservators, and conservation scientists, as well as by untrained individuals such as students or tourists at museums and sites. The overall aim is not to replace existing photographic techniques but to develop a tool that enables rapid preliminary recognition, useful for planning the work to be carried out with conventional methods. The ability to immediately track Egyptian blue and related pigments, through real-time vision, photos, and videos, also provides a new kind of immersive experience (Blue Vision) and can foster the modern use of these materials in innovative applications and future technologies. [ABSTRACT FROM AUTHOR]

Is everything good in political economy incorporated into modern graduate education in economics? With the transition of the art of political economy into the science of economics, there was a significant narrowing of graduate education curriculum. The prevailing technique in economics, a neoclassical framework focusing on formal empirics, gradually compressed artistic components of economics, including philosophical underpinnings, democratic justifiability, theoretical intuition, comparative institutional analysis, and political economy. Courses on the history of economic thought, which historically played a role in introducing graduate students to the complexities of the art of political economy, are now only offered as an elective. This paper argues, however, that there are still insights to be gleaned from studying the classics of political economy in graduate education. We highlight the tradeoff between theoretical cumulativeness and knowledge, arguing that significant insights from historical works of political economy are often absent in contemporary technical expositions of economics. We explore examples of useful knowledge in political economy that was lost in the transition away from the art of political economy. To remain an operationally valid social science, economists should reintroduce the artistic elements of political economy into the graduate training of economists. [ABSTRACT FROM AUTHOR]

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The widespread adoption of digital technologies in educational systems has been globally reflecting a shift in pedagogic content delivery that seems to fit modern generations of students while tackling relevant challenges faced by the current scholar context, e.g., progress traceability, pedagogic content fair access and intuitive visual representativeness, mobility issue mitigation, and sustainability in crisis situations. Among these technologies, augmented reality (AR) emerges as a particularly promising approach, allowing the visualization of computer-generated interactive data on top of real-world elements, thus enhancing comprehension and intuition regarding educational content, often in mobile settings. While the application of AR to education has been widely addressed, issues related to performance interaction and cognitive performance are commonly addressed, with lesser attention paid to the limitations associated with setup complexity, mostly related to experiences configurating tools, or contextual range, i.e., technical/scientific domain targeting versatility. Therefore, this paper introduces ARPocketLab, a digital, mobile, flexible, and scalable solution designed for the dynamic needs of modern tutorship. With a dual-interface system, it allows both educators and students to interactively design and engage with AR content directly tied to educational outcomes. Moreover, ARPocketLab's design, aimed at handheld operationalization using a minimal set of physical resources, is particularly relevant in environments where educational materials are scarce or in situations where remote learning becomes necessary. Its versatility stems from the fact that it only requires a marker or a surface (e.g., a table) to function at full capacity. To evaluate the solution, tests were conducted with 8th-grade Portuguese students within the context of Physics and Chemistry subject. Results demonstrate the application's effectiveness in providing didactic assistance, with positive feedback not only in terms of usability but also regarding learning performance. The participants also reported openness for the adoption of AR in pedagogic contexts. [ABSTRACT FROM AUTHOR]

School inspections are a common feature of many education systems. These may be informed by quantitative background data about schools. It is recognised that there are pros and cons of using such quantitative information as part of the inspection process, though these have rarely been succinctly set out. This paper seeks to fill this gap by presenting arguments both for and against the use of quantitative data in informing school inspections. We argue that while quantitative data provide objective information about important outcomes, their usefulness is limited somewhat by a range of factors including missing data, small sample sizes, the creation of perverse incentives, and the fact that most readily available measures capture aspects other than school quality. We conclude by discussing how the Office for Standards in Education, Children's Services and Skills (Ofsted) – the school inspectorate in England – currently makes the trade-off between these pros and cons. [ABSTRACT FROM AUTHOR]

In this paper, following Rahel Jaeggi’s critique of forms of life, I contend that to identify genuine critical thinking we should start from an analysis of the normative nature of forms of life as the basic constituents of the social world. In this view, critical thinking can be seen as a critical behaviour. While genuine forms of life can recognize and consider the variety of concrete and diverse situations, on the contrary non-functioning forms of life’s critical rationality understands the norm as applied from outside of the form of life. In this case the norm, erroneously understood as a neutral and universally applicable principle, such as economic rationality, is not able to consider the particularity of forms of life as goods in themselves. I defend the meaning that an education in critical thinking must have, as a genuine and functional rationality characterising human beings in a social world. [ABSTRACT FROM AUTHOR]

This paper examines what the optimal policy is against the rising skill premium in a heterogeneous agent macroeconomic model in which agents make endogenous enrollment and dropout decisions. Some college enrollees in the model endogenously drop out after learning ability during college. Using this model, I derive the optimal progressive labor income tax and optimal college subsidies separately and compare the social welfare. While the effect of college subsidies is smaller than the case without learning ability, the optimal college subsidies improve social welfare more than the optimal progressive labor income tax. [ABSTRACT FROM AUTHOR]

The increasing use of artificial intelligence (AI) in education has raised questions about the implications of ChatGPT for teaching and learning. A systematic literature review was conducted to answer these questions, analyzing 112 scholarly articles to identify the potential benefits and challenges related to ChatGPT use in educational settings. The selection process was thorough to ensure a comprehensive analysis of the current academic discourse on AI tools in education. Our research sheds light on the significant impact of ChatGPT on improving student engagement and accessibility and the critical issues that need to be considered, including concerns about the quality and bias of generated responses, the risk of plagiarism, and the authenticity of educational content. The study aims to summarize the utilizations of ChatGPT in teaching and learning by addressing the identified benefits and challenges through targeted strategies. The authors outlined some recommendations that will ensure that the integration of ChatGPT into educational frameworks enhances learning outcomes while safeguarding academic standards. [ABSTRACT FROM AUTHOR]

Young carers face a variety of challenges at school. While schools can be vital places of support, the assistance they receive at school often seems selective and fails to consider the unique life situations of individual students. This paper examines the perspective of multiple actors in the student's school environment and explores how schools can develop comprehensive, sustainable support systems for young carers—systems that consider and involve as many actors as possible in the student's school environment. In a secondary analysis of two interview studies, we analyzed how young carers as well as their parents, teachers, and school counsellors perceived the school support the carers received. We then developed an integrated model that incorporates these differing perspectives. The model offers an approach for implementing low-threshold support for young carers within existing school structures in relation to their family situation and outlines conditions that can support both recognized and "invisible" young carers, as well as other students. [ABSTRACT FROM AUTHOR]

Architectural education shares much in common with engineering, including the use of a culminating capstone experience in the final year. The form of this experience varies, with the research-based thesis and final-year project being most common. This paper explores the literature on traditions of enquiry and the meaning of research in various fields and the evolution of the 'thesis' and 'final year project' approaches over time. It then briefly summarises empirical research conducted on a case study institution struggling to bridge gaps in understandings of these distinct forms of learning and teaching. Throughout, the paper presents a comprehensive set of diagrams to explain various paradigms and positions on research and design education. These diagrams depict processes used in architecture, engineering, and natural sciences to conduct research and generate designs. A new model is proffered to help unify competing conceptions of the final year project and thesis, for the case study institution and beyond. [ABSTRACT FROM AUTHOR]

As the international community attempts to unite to combat climate change, American party politics could hardly be more divided on this issue. This paper offers an additional explanation for how US congressional politics on environmental policy has polarized: the ongoing education realignment in American party politics. As the Democratic Party increasingly relies on college-educated voters and the opposite is true for the Republican Party, this can affect the parties' positions on environmental policy based on public opinion research which finds a positive relationship between education and pro-environment attitudes. Using League of Conservation Voters legislative scorecards from 1983 to 2020, this paper finds the education realignment contributed to the removal of pro-environment Republicans and anti-environment Democrats in Congress in recent decades; and this primarily occurred through elite replacement rather than conversion. [ABSTRACT FROM AUTHOR]

In this article, we aim to identify and show the roots and tragic consequences of violence, along with individual's hidden pathological particularities. Upon mere observation, violence represents the brutal destruction of the normality of human existence, regardless of the linguistic connotation society had assigned to it at a certain time: war, holocaust, ethnic cleansing, terrorism, special military operation, murder, rape, beating, lapidation and flagellation (elsewhere), conflict, harassment, intimidation. Nevertheless, we must acknowledge that this form of extreme human manifestation embounds within the ontic vital force, present since the emergence of life and which, in order to preserve itself, tends to destroy life. Etymologically, the linguistic root of the term designating this form of extreme human manifestation is derived, like that of the ontic vital force, from an Indo-European root that designates life: bios-biăzomai, vio-vis. Unquestionably, the text of the Bible describes, the state of extreme violence that reigns on earth; however, we will discover in the biblical text that, through Jesus Christ, one may attain the reality of the eschatological ideal, of a time when life will unfold in the absence of violence (cf Is. 11:6-9; Ap. 21:4). This new, religious perspective of a spiritual plane of the perfection of creation, forcibly introduced in the immanence of creation, and which we identify as utopian, entitles us to include the perspective of religious confessional propaganda violence into our analysis along the hidden pathological manifestations of violence. In this paper we shall focus on the following points: understanding the term violence in biblical, social and religious context; religious confessional propaganda violence; life dynamics and violence in society; the medical perspective. [ABSTRACT FROM AUTHOR]

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The use of artificial intelligence (AI) applications in a growing number of domains in recent years has put into focus the ethical, legal, and societal aspects (ELSA) of these technologies and the relevant challenges they pose. In this paper, we propose an ELSA curriculum for data scientists aiming to raise awareness about ELSA challenges in their work, provide them with a common language with the relevant domain experts in order to cooperate to find appropriate solutions, and finally, incorporate ELSA in the data science workflow. ELSA should not be seen as an impediment or a superfluous artefact but rather as an integral part of the Data Science Project Lifecycle. The proposed curriculum uses the CRISP-DM (CRoss-Industry Standard Process for Data Mining) model as a backbone to define a vertical partition expressed in modules corresponding to the CRISP-DM phases. The horizontal partition includes knowledge units belonging to three strands that run through the phases, namely ethical and societal, legal and technical rendering knowledge units (KUs). In addition to the detailed description of the aforementioned KUs, we also discuss their implementation, issues such as duration, form, and evaluation of participants, as well as the variance of the knowledge level and needs of the target audience. [ABSTRACT FROM AUTHOR]

As the demand for renewable energy sources continues to increase, solar energy is becoming an increasingly popular option. Therefore, effective training in solar energy systems design and operation is crucial to ensure the successful implementation of solar energy technology. To make this training accessible to a wide range of people from different backgrounds, it is important to develop effective and engaging training methods. Immersive virtual reality (VR) has emerged as a promising tool for enhancing solar energy training and education. In this paper, a unique method is presented to evaluate the effectiveness of an immersive VR experience for solar energy systems design using a multi-modal approach that includes a detailed analysis of user engagement. To gain a detailed analysis of user engagement, the VR experience was segmented into multiple scenes. Moreover, an eye-tracker and wireless wearable sensors were used to accurately measure user engagement and performance in each scene. The results demonstrate that the immersive VR experience was effective in improving users' understanding of solar energy systems design and their ability to perform complex tasks. Moreover, by using sensors to measure user engagement, specific areas that required improvement were identified and insights for enhancing the design of future VR training experiences for solar energy systems design were provided. This research not only advances VR applications in solar energy education but also offers valuable insights for designing effective and engaging training modules using multi-modal sensory input and real-time user engagement analytics. [ABSTRACT FROM AUTHOR]

Discrimination based on ethnicity, gender, or sexual orientation remains a critical concern across Europe, including within the sphere of youth sports. Research has shown that youth sports can be a fertile environment for discrimination and bullying and that coaches play a key role in preventing or mitigating discriminatory situations. Given the crucial role of coaches, it is therefore important to build our understanding of the experiences, perspectives, and needs of those coaches concerning discrimination in sports. Against this background, this paper presents the results of an applied survey of 174 European youth sport coaches conducted as part of the INCLUDE project. In particular, this survey focuses on the experiences of coaches when witnessing and reporting discrimination, as well as their perspectives on what needs to be done in the policy and educational areas to combat issues of discrimination. Results show that 25% of coaches witness discrimination on a monthly basis and that fans or spectators are perceived as the most common perpetrators. To combat the issues, coaches report a need for greater policy support, funding, training, and awareness raising. To conclude, we discuss the practical, policy, and research implications of these findings. [ABSTRACT FROM AUTHOR]

Background: Healthcare-associated infections (HAIs) pose a significant global threat, particularly in developing regions such as Southeast Asia. International bodies emphasize the role of formal undergraduate training in the prevention and control of HAIs. To address this, we aimed to explore the perceptions of Southeast Asian nursing students regarding a novel educational approach developed by a European–Southeast Asian project consortium. Methods: A pilot study was conducted in four nursing higher education institutions from Cambodia and Vietnam. First, local nursing educators conducted a 2 h classroom-based training session. Then, students were invited to participate for the first time in one of twelve evidence-based simulation scenarios developed by the research team, covering a range of nursing care situations related to the prevention and control of HAIs. After attending both components, students were asked to complete a paper-based questionnaire and rate their agreement with a set of statements on the appropriateness and meaningfulness of both components. Results: A total of 430 nursing students enrolled in the pilot study; 77.4% were female, with an average age of 19.8 years. The PrevInf educational intervention received positive feedback from participating students across settings, with strong agreement on the importance of proactiveness in competency development (M = 5.9, SD = 1.4). Notable differences between Cambodian and Vietnamese students were observed in terms of their receptiveness to the pre-selected teaching materials (p = 0.001) and strategies (p = 0.01) used by the nursing educators during their experience with the simulation scenarios. Conclusions: The PrevInf educational intervention shows promise in engaging Southeast Asian nursing students and fostering a deeper understanding of the prevention and control of HAIs. Further studies are warranted to refine the learning content and standardize the pedagogical strategies used by nursing educators across settings. This study was not registered. [ABSTRACT FROM AUTHOR]

English language education (ELE) in Iraq has always been in a state of confusion and unsatisfactory outcomes; the curricula and methods have continually been subject to criticism and revisions since its commencement. To explore the intricacies of ELE in Iraq, this paper maps out its history to identify the key historical periods in its development and bring into focus the major challenges that were encountered. A historical approach was adopted, including examining historical documents, educational policies, curriculum materials, previous studies, personal communication, and other relevant archival sources. The findings indicate that ELE in Iraq dates back to the nineteenth century, primarily within missionary schools under Ottoman rule, albeit on a limited scale. More specifically, nationwide ELE in Iraq can be categorized into four distinct phases named for the prevailing teaching methodologies: Grammar-Translation (1921-1938), Direct Method (1940-1970), AudioLingual Method (1970-2001), and Communicative Approach (2002 – present). Throughout these phases, it becomes evident that instructional methods in Iraq often lagged behind global trends. Furthermore, persistent challenges in ELE development, notably the lack of effective training and teaching resources, have impeded progress. By contextualizing these historical challenges, this study aims to inform current and future decisions regarding curriculum development, ultimately striving to improve the efficiency of ELE in Iraq. [ABSTRACT FROM AUTHOR]

Education is the most prolific pillar of humanitarian response in emergency situations. During and after emergencies, education affords opportunities for the children, their families and communities to move towards the rehabilitation process and learn the required skills for leading a standard life. The paper is based on review of available literature and for this purpose, an extensive review of research articles, newspapers, books, and online material was carried out regarding need and importance of education during and after conflict. As the conflict between Swat, Malakand and FATA Merged Districts (MDs) started in 2007 and continued until 2010, the main focus of this study is on educational problems during the mentioned period. The study aims to explore the hurdles in the provision of education during the conflict in the study area. In addition, the study aims to learn about the problems faced by teachers during the conflict. The study concludes that conflict in the study area has badly affected the education sector by depriving children of education. The schools were closed and the teachers were issued threats, due to which the teachers left their houses and got shifted to safer areas. Girl schools and female teachers suffered the most as girls education was declared un-Islamic. The study recommends that education ought to be the top priority of both the government and private sectors during times of conflict and temporary schools should be established for continuous education. [ABSTRACT FROM AUTHOR]