Search

Introduction: Paper folding and punched hole tests are used to measure spatial abilities in humans. These abilities are relevant since they are associated with success in STEM (Science, Technology, Engineering, and Mathematics). This study addresses the challenge of teaching spatial reasoning skills using an educational videogame, the Paper Folding Reasoning Game. Methods: The Paper Folding Reasoning Game is an interactive game which presents activities intended to help users train and understand how to fold a paper to get a specific shape (Part I) and the consequence of punching a hole on a folded paper (Part II). This educational videogame can automatically generate paper-folding-and-punched-hole questions with varying degrees of difficulty depending on the number of folds and holes made, thus producing additional levels for training due to its embedded reasoning mechanisms (Part III). Results: This manuscript presents the results of analyzing the gameplay data gathered by the Paper Folding Reasoning Game in its three parts. For Parts I and II, the data provided by 225 anonymous unique players are analyzed. For Part III (Mastermode), the data obtained from 894 gameplays by 311 anonymous unique players are analyzed. In our analysis, we found out a significant difference in performance regarding the players who trained (i.e., played Parts I and II) before playing the Mastermode (Part III) vs. the group of players who did not train. We also found a significant difference in players' performance who used the visual help (i.e., re-watch the animated sequence of paper folds) vs. the group of players who did not use it, confirming the effectiveness of the Paper Folding Reasoning Game to train paper-folding-and-punched-hole reasoning skills. Statistically significant gender differences in performance were also found. [ABSTRACT FROM AUTHOR]

The article explores the intersection of drama and academic learning, showcasing a playful narrative where a detective tackles the disappearance of a research paper on drama in literacy education. It mentions that this engaging storyline delves into the potential benefits of incorporating drama activities into education, highlighting the positive impact on literacy outcomes.

Micro-credentials are an element of the European Skills Agenda 2020. This five-year plan aims to develop improved applied and broader work skills in response to system demands from employers, industry and communities. Within the labour market, employees increasingly want to obtain new skills-based qualifications in a relatively short period of time. Micro-credentials, as a form of lifelong learning, in the health care sector provide significant opportunities for upskilling the workforce in response to rapid changes in health care and service delivery. Moreover, micro-credentials have also been introduced in the context of undergraduate and postgraduate education within the process of accelerated digitalisation during the pandemic. However, despite its relevance, there is limited discussion about the implications and challenges of micro-credentials in the healthcare sciences. According to the findings that emerged from a review of policy documents and scientific papers, a reflective exercise has been conducted to debate the possibilities and challenges of emerging education based on micro-credentials within health care education and employment. Health care delivery is multidisciplinary and statutorily regulated to protect citizens. In such a complex sector, developing a micro-credential friendly ecosystem will require cooperation between various stakeholders if its potential is to be effectively realised. [ABSTRACT FROM AUTHOR]

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

Due to the fast-changing environments caused by artificial intelligence development, the socio-technical challenge in contemporary educational systems focuses on the need for more regulative measures guiding system stakeholders' behavior. In fulfilling the present legal gap, enacted soft law regulation has been laid out, and a detailed systematic literature review was conducted in the paper presented. The specific methodological approach was selected to deal with two crucial research tasks: to reveal and recommend fundamental governing mechanisms regarding the use and application of generative artificial intelligence; more precisely, large language models in educational systems. Three systematically guided layers of quantitative and qualitative content analysis of central policy, legislation, and regulatory mechanisms in governing AI in education were extracted from the 142 Scopus Database and Web of Science research papers analyzed and presented. These research findings benefit policymakers, regulatory and legislative bodies, and agencies in constructing governing frames for using and applying generative artificial intelligence in education. [ABSTRACT FROM AUTHOR]

As we transition into the era of Web 3.0, where decentralized information and user privacy are paramount, emerging technologies are reshaping the way in which personal data are managed. This paper focuses on decentralized identity management (DID) in the metaverse, particularly within the education sector, which has rapidly embraced digital tools for e-learning, especially since the COVID-19 pandemic. Technologies such as blockchain, artificial intelligence (AI), and virtual and augmented reality (VR/AR) are increasingly integrated into educational platforms, raising questions about privacy, security, and interoperability. This literature review examines the current landscape of DID in metaverse-based educational applications. Through a systematic methodology, relevant academic papers were identified, filtered, and analyzed based on four key criteria: standardization, interoperability, application scalability, and security/privacy considerations. The paper provides a comparative analysis of these papers to assess the maturity of DID implementations, highlight existing challenges, and suggest future research directions in the intersection of decentralized identity and educational metaverse applications. [ABSTRACT FROM AUTHOR]

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification's effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. [ABSTRACT FROM AUTHOR]

Drug information specialists (DIS) bring unique, specialized expertise and provide services in diverse settings including health systems, academia, pharmaceutical industry, compendia, medical writing, and other areas. With widespread access to drug information (DI) resources through user‐friendly, online platforms, the role of DIS has shifted. Core skill sets once confined to DIS are now distributed across various non‐DIS clinical specialties. DIS have transformed the application of their specialized skill set and adapted it to a variety of traditional and nontraditional areas, providing and applying advanced expertise to solve a variety of contemporary challenges. The training of students and residents has evolved to include evidence‐based practical contemporary methods that promote critical thinking and reasoning. Effective DI evaluation and communication necessitates customizing content for stakeholders to ensure understanding and contribute to optimal patient care, all while addressing misinformation and disinformation. The future of DI as a specialty is bright, with ever‐increasing recognition of the importance of DI skills in non‐DIS practitioners. DIS will likely continue to guide best practices in the education/training of new practitioners and continue to provide advanced services and formulary analytics. This update to our 2009 DI PRN Opinion paper will focus on: (1) DI education and training needed for all students, residents, and pharmacists; (2) career opportunities, roles, and responsibilities specifically tailored for DIS in health systems, managed care organizations, academia, pharmaceutical/biotechnology industry, and medical writing services; and (3) the future direction of DI, including the potential impact of artificial intelligence. [ABSTRACT FROM AUTHOR]

Scientific research plays an essential role in the development of mankind through its ability to provide innovative solutions and technological advances in various fields. In this perpetual quest, researchers must be active members of the scientific community, sharing their experiences and publishing their work and discoveries. All research work generally begins with a literature review (LR), which involves delving into previous work to examine the current state of knowledge, situate a research topic, and thus identify opportunities and explore new avenues of research. This important step can be arduous and complicated for new researchers. This paper aims to address the challenge faced by new researchers in conducting LRs, particularly in formulating search queries, identifying and selecting relevant studies, and extracting data from each paper, by proposing a methodological approach and applying it through a practical example in the context of using artificial intelligence in education. The approach is guided by the PRISMA (preferred reporting items for systematic reviews and meta-analyses) framework and focuses on recent studies conducted in 2021, 2022, and 2023. The proposed approach identified 52 out of 336 relevant studies. 65% of these studies were deemed to be of high quality (Q1 and Q2 rankings), and 40% of the articles were published in high-impact academic journals (Q1). This approach is versatile and can be adapted to different fields. [ABSTRACT FROM AUTHOR]

Examination malpractice represents a pervasive challenge that has deeply compromised the integrity of education in Africa, with a particular focus on Nigeria. This persistent issue contributes to the annual emergence of graduates at various educational levels whose certifications are mere facades, misrepresenting the actual knowledge and competencies they possess. Consequently, this leads to a workforce ill-equipped to significantly contribute to the socio-economic development of the continent. Given that truth is a central tenet in African traditional thought systems, often imbued with moral significance, the prevalence of examination malpractice, which is fundamentally rooted in falsehood, starkly contradicts the core values of honesty and truth within African societies. This paper seeks to address the following critical questions: What constitutes examination malpractice? How is truth conceptualized, particularly within the African context? In what ways does examination malpractice contravene the traditional African notion of truth? This study offers a hermeneutic exploration of examination malpractice, the concept of truth, and the traditional African ethos, with a specific emphasis on the Igbo people of Southeastern Nigeria. The findings indicate that the moral dimension inherent in the African understanding of truth renders examination malpractice a profound violation of societal values. The paper concludes by advocating for heightened awareness of the long-term consequences of examination malpractice in Africa and calls for a re-education and reorientation of the populace on the fundamental moral principles that underpin African society. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to assist the pharmacist engaged in nutrition support therapy in staying current with pertinent literature. Methods: Several board-certified nutrition support pharmacists aggregated a list of articles relevant to pharmacy nutrition support published in 2023. The list was compiled into a spreadsheet whereby the authors were asked to assess whether the article was considered important. A culled list of publications was then identified whereby at least 5 out of the 8 author participants considered the article to be important for pharmacists practicing in nutrition support. Guideline and consensus papers, important to practice but not ranked, were also included. Results: A total of 133 articles were identified; 9 from the primary literature were voted by the group to be of high importance. Fourteen guidelines, position, recommendation, or consensus papers were also identified. The top-ranked articles from the primary literature were summarized and a narrative regarding its implications to pharmacy nutrition support practice were provided. Conclusion: We recommend that pharmacists engaged in nutrition support therapy be familiar with these articles as it pertains to their practice. [ABSTRACT FROM AUTHOR]

In the last decade, research on the use of artificial intelligence technologies in education has steadily grown. Many studies have demonstrated the potential of these technologies to improve school administration processes, enhance students' learning experiences, simplify teachers' daily tasks, and broaden opportunities for lifelong learning. However, the enthusiasm surrounding these possibilities may overshadow the ethical challenges posed by these systems. This systematic literature review is designed to explore the ethical dimensions surrounding the utilisation of these technologies within the defined timeframe (2011–022) in the field of education. It undertakes a thorough analysis of various applications and objectives, with a particular focus on pinpointing any inherent shortcomings within the existing body of literature. The paper discusses how cultural differences, inclusion, and emotions have been addressed in this context. Finally, it explores the capacity building efforts that have been put in place, their main targets, as well as guidelines and frameworks available for the ethical use of these systems. This review sheds light on the research's blind spots and provides insights to help rethink education ethics in the age of AI. Additionally, the paper explores implications for teacher training, as educators play a critical role in ensuring the ethical use of AI in education. This review aims to stimulate ethical debates around artificial intelligence that recognise it as a non-neutral tool, and to view it as an opportunity to strengthen the debates on the ethics of education itself. [ABSTRACT FROM AUTHOR]

The importance of technical and vocational education and training (TVET) in developing a skilled labour force capable of functioning in a highly competitive global world, has been largely acknowledged. This is particularly so in the Caribbean, where stakeholders generally agree that TVET offers unique opportunities for countries to develop their human capital and advance their economic development. This research paper utilizes a systematic literature review (SLR) to evaluate relevant literature on TVET in the Caribbean over the past quarter-century, from 1996 to 2021. The study aims to analyze and present the state of research in the region to identify gaps and recommend some focus for future research directions/agenda. This gap hopefully will help stakeholders (practitioners, scholars, and policymakers) develop appropriate strategies to address future challenges relating to TVET in the Caribbean. We discovered 93 relevant papers in the review, which were reduced to 45 documents after applying our inclusion/exclusion and quality assurance criteria. The 45 selected papers were examined, and the findings revealed a concerning decline in the level of research over the past few years. Based on the review, after a surge in publications in the first half of the last decade, there has been a sharp decline in TVET research in the Caribbean in the second half of the decade. This occurred at a time when many TVET challenges remain to be explored and addressed. Several contemporary areas that will require additional attention in the future. These include TVET delivery during a pandemic, remote learning for TVET, and TVET challenges in the digital era as well as the level of TVET readiness to prepare the workforce of the Caribbean for the 4th industrial revolution. [ABSTRACT FROM AUTHOR]

Purpose: This paper evaluates intellectual capital (IC) within entrepreneurial environments, towards conceptualising the sequential role of education, its institutions in practice, and wider ecosystems. Well-established attributes of entrepreneurialism, such as idea generation, problem-solving, market expertise and risk awareness are commensurate to that of expected IC practices within enterprising organisations. However, scarce research has been undertaken concerning the confronting of IC practices and activities across collaborative, and sequential, multistakeholder partnerships and activities. This includes alignment to distinct stages of developmental entrepreneurialism inclusive of education and ecosystem support: knowledge exchange and training; mentoring the emergence of the start-up; strategically timing scale-ups; and continued navigation within networks while enduring change. Design/methodology/approach: An integrative review of the relationship between IC, entrepreneurs and new ventures is undertaken to evaluate developmental IC practices as per this paper's highlighted sequential stages, within entrepreneurial environments and organisational contexts. Findings: Significant roles and responsibilities are evident among collaborative sectors, benefitting the entrepreneurial process and heightening the importance and emergence of IC within entrepreneurial environments. Exposure to enterprise-specific education and support emphasises the developmental human capital process of progressing and protecting ideas and ventures. Latterly, ecosystem engagement leads to consistent intrapreneurialism amongst employees and new venture partners, influencing structured IC systems and enterprising cultures and relational aspects of responsive branding of commercial activity and increased market agility. Originality/value: Through presenting an attribute-based framework, this paper conceptualises sequential multistakeholder intervention of IC practices and organisational considerations within institutions, as well as guiding the developmental role of education in emboldening individuals and organisations through building IC and evidencing entrepreneurial thinking. [ABSTRACT FROM AUTHOR]

This paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010–2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of standards and inclusion have changed over time. Analysis of the data strongly suggests that teachers have experienced significant difficulties including children with SEND while at the same time trying to operationalise the objectives of the standards agenda. The research concludes that there needs to be a focus on developing effective strategies to include children with SEND within the hostile environment of the standards agenda. Within such an environment it is suggested that focus needs to move away from concentrating on 'children with SEND having difficulties' to the creation of inclusive educational settings which welcome all learners. In addition, it is argued that Statutory Assessment Tests (SATs) should also be revised to consider the needs of all learners. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to estimate the impact of conflict witnessed in Pakistan on the enrolment rates of boys and girls. Pakistan has the world's second-highest number of out-of-school children, with an estimated 22.8 million children aged 5–16 years not attending school. Design/methodology/approach: By merging data on violence with the data on enrolment rates, this paper finds that exposure to violence is correlated with a decline in overall district-level enrolment rates in the short run at primary-level schools and middle-level schools. Findings: However, for boys, violence is also negatively correlated with enrolment rates at middle-level schools in the medium run. One possible mechanism tested in this paper is the potential substitution of boys into the labour market during a period of conflict. Originality/value: To the best of the authors' knowledge, this paper adds to the existing literature in several ways. Firstly, the effect of conflict on the labour market by impacting schooling for boys and girls is examined for the first time in Pakistan. Secondly, the district-level data set on enrolment rates used for this study is novel and has not been used before for this type of analysis. Thirdly, while this study strengthens the evidence that the short run effects of conflict are stronger than the long-run effects, it also confirms the negative effects of conflict do not fade away immediately. Fourthly, this study emphasizes that each conflict is unique in terms of its heterogeneous effects across different cohorts, such as gender, as these effects are dependent on the mechanism through which conflict impacts each individual. [ABSTRACT FROM AUTHOR]

Entrustable professional activities (EPAs) have seen widespread adoption in medical education and other health professions education. EPAs aim to provide a bridge between competency-based education and clinical practice by translating competencies into fundamental profession-specific tasks associated with clinical practice. Despite the extensive use of EPAs in health professions education, EPAs have yet to be introduced into chiropractic education. The purpose of this paper is to describe the development and introduction of EPAs as part of 2 community-based chiropractic student preceptorship education programs in the United States. EPAs were developed and introduced at 2 community-based chiropractic preceptorship sites in 5 distinct steps: (1) differentiating EPAs from competencies, learning objectives, and knowledge, skills, and attitudes; (2) identifying EPAs; (3) mapping EPAs to competencies and necessary experience, knowledge, and skills; (4) designing EPA assessment strategies; and (5) implementing the use of EPAs. A total of 13 individual EPAs were developed and mapped to Council on Chiropractic Education meta-competency outcomes and underlying experience, knowledge, and skills. Three assessment tools were created to evaluate student entrustability for EPAs and enhance student self-assessment. The EPAs and assessment tools were integrated into chiropractic student preceptorships at each site. This paper describes the development and introduction of EPAs at 2 community-based chiropractic preceptorship sites. Future research is needed to develop and standardize EPA use and assessment, and to evaluate outcomes associated with EPA use. [ABSTRACT FROM AUTHOR]

Background: The origin of Narrative Medicine dates back to more than 20 years ago at an international level. Narrative Medicine is not an alternative to evidence-based medicine, however these two approaches are integrated. Narrative Medicine is a methodology based on specific communication skills where storytelling is a fundamental tool to acquire, understand and integrate several points of view related to persons involving in the disease and in the healthcare process. Narrative Medicine, henceforth NM, represents a union between disease and illness between the doctor's clinical knowledge and the patient's experience. According to Byron Good, "we cannot have direct access to the experience of others' illness, not even through in-depth investigations: one of the ways in which we can learn more from the experience of others is to listen to the stories of what has happened to other people." Several studies have been published on NM; however, to the best of our knowledge, no scoping review of the literature has been performed. Objective: This paper aims to map and synthetize studies on NM according to theory, clinical practice and education/training. Method: The scoping review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) checklist. A search was conducted in PubMed, APA PsycNet and Jstor. Two authors independently assessed the eligibility and methodological quality of the studies and extracted the data. This review refers to the period from 1998 to 2022. Results: A total of 843 abstracts were identified of which 274 papers were selected based on the title/abstract. A total of 152 papers in full text were evaluated and 76 were included in the review. Papers were classified according to three issues: ✘ Nineteen studies focused on the definition and concept of NM (Theoretical). ✘ Thirty-eight papers focused on the collection of stories, projects and case reports (Clinical practice). ✘ Nineteen papers focused on the implementation of the Narrative Medicine approach in the education and training of medical doctors (Education and training). Conclusions: This scoping review presents an overview of the state of the art of the Narrative Medicine. It collect studies performed mainly in Italy and in the United States as these are the countries developing the Narrative Medicine approach in three identified areas, theoretical, clinical practice and education and training. This scoping review will help to promote the power of Narrative Medicine in all three areas supporting the development of methods to evaluate and to measure the Narrative Medicine approach using key performance indicators. [ABSTRACT FROM AUTHOR]

Quantum computing is an exciting field with high disruptive potential, but very difficult to access. For this reason, many approaches to teaching quantum computing are being developed worldwide. This always raises questions about the didactic concept, the content actually taught, and how to measure the success of the teaching concept. In 2022 and 2023, the authors taught a total of nine two-week MOOCs (massive open online courses) with different possible learning paths on the Hasso Plattner Institute's OpenHPI platform. The purpose of the platform is to make computer science education available to everyone free of charge. The nine quantum courses form a self-contained curriculum. A total of more than 17,000 course attendances have been taken by about 7400 natural persons, and the number is still rising. This paper presents the course concept and evaluates the anonymized data on the background of the participants, their behaviour in the courses, and their learning success. This paper is the first to analyze such a large dataset of MOOC-based quantum computing education. The summarized results are a heterogeneous personal background of the participants biased towards IT professionals, a majority following the didactic recommendations, and a high success rate, which is strongly correlatated with following the didactic recommendations. The amount of data from such a large group of quantum computing learners provides many avenues for further research in the field of quantum computing education. The analyses show that the MOOCs are a low-threshold concept for getting into quantum computing. It was very well received by the participants. The concept can serve as an entry point and guide for the design of quantum computing courses. [ABSTRACT FROM AUTHOR]

One of the sectors that have been significantly affected by the Covid-19 pandemic is education. In Nigeria, before the outbreak, the education system focused solely on face-to-face teaching and learning. Learners in both primary and secondary schools were not permitted to own or display any digital device, such as a phone or computer, in the school environment. Following the announcement of the country's lockdown and school closure owing to the outbreak of the Covid-19 pandemic, both teachers and learners were at a loss as to how to continue with teaching and learning. This paper assesses the challenges and effects of Covid-19 on education in Nigeria. The effects of the Covid-19 pandemic on education are unusual and unprecedented in history, as school closures, for instance, affected over 1.5 billion learners worldwide. Equally, because the majority of educational institutions continue to use the traditional typologies of virtual learning in traditional classroom settings, learners from developing countries, such as Nigeria, were significantly disadvantaged. This paper, through extant literature reviewed from over 71 recent publications, emphasizes the significance of e-learning in the face of global pandemics and natural disasters, especially during school closures. In this study, Covid-19 was found to have harmed education in Nigeria. In this regard, the benefits and drawbacks of e-learning for policy and practice were discussed. [ABSTRACT FROM AUTHOR]

Lebanon faces several social, political, and economic challenges delaying the efforts to develop a sustainable economy and inclusive society. The advancement of the knowledge economy is critical to the future economic prosperity of Lebanon. This paper aims to scrutinize the state of the knowledge-based economy in Lebanon, focusing on five pillars, such as education and human capital, entrepreneurship, innovation system, economic and institutional regime, and information and communications technology (ICT), and to present recommendations for future action. The methodology is based on semi-structured face-to-face and phone interviews with stakeholders using two questionnaires. The paper finds that the process of transitioning towards a knowledge-based economy in Lebanon is influenced by two contrasting factors: the education system and the entrepreneurship culture, on the one hand, and the country's political turmoil, on the other. Indeed, moving toward a knowledge-based economy in Lebanon is supported by its highly qualified and multilingual human resources, which is an outcome of the reliable educational system and reinforced by a robust entrepreneurial spirit. However, several issues, such as weak ICT infrastructure, incompetent public institutions, and the brain drain, hinder the transition to a knowledge-based economy. These results help clarify and critically analyze the present state of the knowledge-based economy in Lebanon, which has various policy implications. [ABSTRACT FROM AUTHOR]

The educational outcomes of the descendants of migrants are important indicators of migrants' incorporation into host societies and an indicator of intergenerational social im/mobility. This paper examines this relationship using data from a survey that follows a cohort of young adults, born between 1988 and 1997, who grew up in Switzerland. It looks at the relationship between the educational output of respondents and their parental migratory background, with the theoretical consideration that the family's social capital is a starting point in the descendants' trajectories. The paper is based on secondary data and exploratory cross-sectional quantitative analyses. The results highlight first a correspondence between migrant parents' national origins and their socio-economic status—in other words, an 'ethno-class'. Second, they show differences in educational outcomes between migrants' descendants and native Swiss as well as between the migrants' descendants themselves—which indicates a segmented incorporation process for both the first and the second generation, in confirmation of previous research. Third, results show that parental background and language region of residence are statistically significant in determining the level of education achieved by the migrants' descendants, especially those with a low socio-economic status. Their social mobility is 'limited', and they remain mostly in vocational education. The paper concludes that the Swiss school system still fails to include the most unprivileged and that a glass ceiling remains for them. [ABSTRACT FROM AUTHOR]

This paper attempts to give an overall literature review on the topic of English Language Teacher Education in education for sustainable development to the other researchers wishing to study the topic. The topic of sustainable development is a highly important theme in today's world due to rapid changes in this era. Sustainability is about using the natural resources considerately through considering upcoming generations. Education and sustainable development go hand in hand because they are interrelated concepts. For this reason, teachers are the pioneers to teach these crucial concepts to the promising generations. Teacher education plays a key role to teach and transmit the importance of sustainable development and global citizenship. In such a fast-changing world, EFL learners ought to gain a number of crucial skills such as critical thinking skills and Global Citizenship skills. Today's needs are easily comprehended by learners who are aware of these critical issues. Critical thinking skills and sustainable development issues are inseparable from one another. In other words, critical thinking skills and Global Citizenship traits work mutually. Teachers, as forerunners of the transformative education, have the responsibility of sharing these concepts with their learners. For this reason, this paper highlights the significance of teacher education for Sustainable Development. [ABSTRACT FROM AUTHOR]

Copyright of Muzika is the property of Musicological Society of Federation of Bosnia & Herzegovina, Academy of Music in Sarajevo 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 Canadian Journal of Anaesthesia / Journal Canadien d'Anesthésie is the property of Springer Nature 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.)

An editorial discusses the opportunities and challenges in open and online learning, particularly focusing on the use of Open Educational Resources (OERs) in education. It mentions various research papers in this issue, including topics like open pedagogy, quality of OER repositories, the effectiveness of OERs on student performance, faculty awareness and ethical concerns about OERs and the challenges faced by the Nepal Open University in implementing online learning.

Artificial Intelligence (AI) holds significant potential to reshape educational systems by enabling personalized learning, automating administrative tasks, and offering real-time assessments. This paper presents a bibliometric analysis of recent studies on AI in education, capturing key trends, methodologies, challenges, and future directions within the knowledge "library" of this evolving field. Through the analysis of 51 papers, the research explores how AI enhances both teaching and learning, along with the ethical implications surrounding its adoption. The study highlights the benefits and barriers, such as the need for equitable access to AI tools, addressing algorithmic biases, and ensuring proper teacher training. Future research directions are also outlined, including the development of ethical AI frameworks, conducting longitudinal studies, and AI's role in fostering inclusive education. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) in education is transforming the traditional learning landscape by personalizing curriculum and enhancing student engagement. This review paper explores the potential of AI-based systems to tailor educational experiences to individual student needs. Through a comprehensive analysis of recent literature, we examine various AI technologies--such as machine learning, natural language processing, and adaptive learning systems--that facilitate personalized learning paths. By analyzing case studies and empirical evidence, we highlight how these systems can assess student performance, identify learning gaps, and adapt instructional content accordingly. The review identifies key benefits of AI in education, including improved learning outcomes, increased motivation, and enhanced accessibility for diverse learners. However, challenges such as data privacy, algorithmic bias, and the need for teacher training are also addressed. Furthermore, we discuss the implications of AI integration for educators and policymakers, emphasizing the necessity of ethical frameworks and guidelines to govern the use of AI in educational settings. This paper concludes by suggesting directions for future research, including the exploration of AI's impact on collaborative learning and the potential for AI to support lifelong learning initiatives. By leveraging AI technologies, educational institutions can create more inclusive, effective, and responsive learning environments that cater to the unique needs of each student, ultimately fostering a more equitable educational landscape. This review aims to contribute to the ongoing discourse on the role of AI in education and provide insights for stakeholders looking to implement AI-driven solutions in curriculum design and instructional strategies. [ABSTRACT FROM AUTHOR]

Simple Summary: The present work presents a snapshot of the state of the art of Equine-Assisted Intervention (EAI) research, including published articles and the most cited research as well as the most used keywords, and prolific authors and co-authors and their countries. To our knowledge, no other bibliometric studies have been performed, so it can be a tool to support future research. Equine Assisted Interventions (EAIs) integrate the active participation of horses in therapeutic or educational interventions. A bibliometric analysis was carried out on this topic, using traditional bibliometric laws and recommendations. For this purpose, a search on the Web of Science (WoS) Core Collection database was carried out, obtaining 333 documents. Annual publications followed an exponentially increasing trend (R2 = 86%), pointing out that this topic is a growing interest among researchers, publishers, and journals. The USA was the most productive country worldwide and Jeong-yi Kwon and Ji Lee were the prolific co-authors. The WoS category with the highest number of papers was Rehabilitation (84 papers). The Journal of Alternative and Complementary Medicine, and Pediatric Physical Therapy were the journals with the highest number of publications. The most cited paper was "State of the Evidence Traffic Lights 2019: Systematic Review of Interventions for Preventing and Treating Children with Cerebral Palsy". The most used author keywords were rehabilitation, balance, and those related to specific populations such as Cerebral Palsy and Autism Spectrum Disorder. These results suggest that EAIs is a topic of increasing interest for researchers, editors, and professionals. [ABSTRACT FROM AUTHOR]

In order to publish good research papers from Japan, it is necessary to conduct good (i.e., meaningful) research, obtain good (i.e., meaningful) results, and write good manuscripts that convey the significance of research. In particular, when aiming for publication in an English medical journal, the manuscript should be written in correct and accurate English, which is a major challenge for authors who are non-native speakers of English, such as those from Japan. At the same time, to ensure that the manuscript is a "good paper," attention should also be paid to elements other than language. To write a paper that will be accepted by reliable medical journals, including top-ranked ones, the content should be appropriately written according to the requirements based on international standards, such as the reporting guidelines endorsed by the EQUATOR Network and the recommendations of the International Committee of Medical Journal Editors; this is a common challenge not only for Japanese authors but for authors around the world. Medical writers are professionals who improve the quality of manuscripts and facilitate the publication of research. Based on my own expertise and experience as a medical writer for 20 years in supporting clinical research, I would like to describe the steps I think should be followed to produce good manuscripts. I would also like to focus on the importance of education and of collaboration with professionals in writing and publishing research papers. [ABSTRACT FROM AUTHOR]

Introduction: Augmented reality (AR) is a transformative technology that enhances teaching and learning by blending virtual and real environments. While the potential of AR to improve visualization, interaction, and student engagement in engineering education is recognized, its application across various engineering disciplines remains underexplored. This study systematically investigates the use of AR in engineering fields, highlighting its educational impact and identifying gaps for future research. Methods: A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, analyzing 67 peer-reviewed papers on AR in engineering education. Content analysis was employed to assess AR's effectiveness in enhancing visualization, interaction, and motivation. A bibliometric analysis identified key AR tools, research trends, geographic distribution, and interdisciplinary collaboration. Results: AR is extensively applied in civil and mechanical engineering, where tools such as Unity 3D significantly improve visualization and interaction. AR enhances student engagement and comprehension, particularly in complex areas like construction design. However, its adoption in other engineering disciplines remains limited. The analysis also shows the positive impact of AR on motivation and learning outcomes despite challenges such as technical limitations and insufficient training for educators. Conclusion: Although AR is gaining traction in engineering education, broader adoption is hindered by technical challenges and the need for better curriculum integration. Future research should address these barriers and explore AR's potential in underutilized engineering disciplines to maximize its educational benefits. [ABSTRACT FROM AUTHOR]

The Sustainable Development Goals (SDGs) are a multidimensional framework for monitoring progress on disability inclusion over time and among countries where reliable, disability disaggregated data is available. However, the SDGs alone do not provide insights into the causes of the social and economic disparities that people with disabilities face or offer specific policy solutions to alleviate them. This paper highlights the extra costs of living with disability in Indonesia to advance the country's commitment to further the rights of people with disabilities. It utilizes three primary estimation methods, combining an analyses of national survey data with primary data from interviews and focus group discussions. Findings reveal significant and varying costs based on disability type, severity and life cycle stages. It also highlights the unaffordability of these costs for most individuals with disabilities and their families. Leveraging these estimates, the paper proposes 'disability concessions' aligned with Indonesia's legal framework on disability inclusion, aiming to alleviate financial burdens through discounts across health, education, utilities and transportation. By contributing to methodological approaches in understanding extra costs of living with disability inclusion in emerging country context and promoting discussions on leveraging the results for disability inclusive policymaking, this paper supplements the SDG framework to foster disability inclusion. [ABSTRACT FROM AUTHOR]

This paper contributes to the literature on racism denial through an analysis of the political discourse in defense of 2010's Arizona Revised Statute 15-112 (ARS § 15-112), which can be considered a key antecedent to political moral panics centered on the presentation of history and identity in US schools. ARS § 15-112 was designed with the expressed intent of terminating Mexican American Studies education, and eventually all ethnic studies, in Arizona public and charter K-12 schools. This paper considers the discursive maneuvering used by political actors to simultaneously justify this legislation and dodge accusations of racial animus, both prior to the legislation's signing and in the years following. It further analyzes the political discourse that allows for racism denial in certain spheres, including the legal realm, despite politically benefiting from the use of the Latino Threat Narrative. This paper discusses four primary forms of racism denial pervasive in this political discourse: 1) Absence discourse; 2) Framing racism around 'extremes'; 3) Positive self-presentation; 4) Helping discourse. In addition to exploring how all four forms of denial are used in this case, the paper teases out helping discourse from positive selfpresentation, showing how the former focuses on reframing the actor while the latter reframes the action. Importantly, anti-MAS political actors and members of their shielding institutions attempted to frame racism and racial animus as inherently individual rather than systemic in every form of denial discussed. [ABSTRACT FROM AUTHOR]

The concept of policy 'success' has been subject to much contestation. In the Indigenous higher education setting, Indigenous (and non-Indigenous) scholars have brought attention to the relevance of experiential knowledge to understanding the effects of power and race on policy, including how success is theorised. This paper aims to interrogate the notion of policy success by exploring how Indigenous users of higher education policy in the Northern Territory (NT), Australia, conceive the term 'success'. We conducted semi-structured interviews with twelve (n = 12) Indigenous people with expertise in NT Indigenous higher education policy. Our findings highlight that while some of our participant's conceptions of policy success align to those within current policy frameworks, there are also differences due to power and race relations. We reflect on the impact on policy outcomes, and discuss how a critical understanding of such relations can advance Indigenous higher education policy in the NT. [ABSTRACT FROM AUTHOR]

Since it was released on November 30, 2022, ChatGPT has offered numerous opportunities for higher education professors to improve their course offerings. However, not all information provided by the application is accurate. The application has been known to yield highly inaccurate information with high confidence. Yet, with that knowledge, ChatGPT can still save education practitioners hours of time and improve their courses, as well as help students with library research. By January, 2023, ChatGPT was the fastest growing consumer software application in history, with over 100 million users. Despite any misgivings, it is here to stay. This paper investigates how ChatGPT can be used help IS faculty more easily and effectively prepare and present their courses and discusses potential opportunities and threats from its use. Ways in which students may use the application for library research and feedback are also discussed. Generative AI in its current and evolving formats are proving helpful for students and faculty alike. [ABSTRACT FROM AUTHOR]

This paper argues for the importance of foregrounding learners' experiences in language-in-education research, particularly in sub-Saharan Africa and other postcolonial contexts where there is an unfamiliar language of learning and teaching. Standing firmly on the shoulders of decades of research that compellingly demonstrates a range of ways in which the use of an unfamiliar language is detrimental to classroom practice and learning outcomes, we suggest that there are yet further negative consequences that are currently under-researched. We argue that combining observation of learners with methods that create space for learners to explain their experiences in their own words enables important new insights into how epistemic injustices intersect with broader structural injustices in learners' lives. Our proposition is informed by our work and research in a variety of contexts but draws most heavily from qualitative research conducted with young people in primary and secondary schools in Tanzania, Rwanda and South Africa. Our conclusions demonstrate how learner-focused research could importantly and beneficially extend the evidence base that is available to support calls for changes to language-in-education policy and practice. [ABSTRACT FROM AUTHOR]

In his seminal paper, Appadurai (2004) introduced the concept of "capacity to aspire" as a cultural capacity that may open routes out of poverty for the poor. He envisions entering a robust dialogue between his conception and the capability approach. The notion of aspirations is attractive for capability scholars since it seems to answer some shortcomings of the capability approach, namely the lack of any theory of preference or value formation, the missing dynamics, the question of countering adaptive preferences and eliciting information on people's values. I analyse capability literature on aspirations and argue that although they relate to these shortcomings, they fail to eliminate them and to enter the dialogue Appadurai invited. For doing this, the collective nature of the capacity to aspire has to be recognised. I suggest that the capacity to aspire rather than remedying one of the above-mentioned shortcomings is best understood as an example of Sen's concept of agency and how poor people can build up, exercise and sustain agency. [ABSTRACT FROM AUTHOR]

This research systematically reviews existing literature to evaluate the perceived value of forensic accounting. The review examines the evolution of forensic accounting, key services provided, necessary skills, professional standards, and educational requirements. It also addresses the expectation gap in forensic accounting education and identifies areas for future research. By synthesizing data from various studies, the paper presents a comprehensive overview of the current state of forensic accounting research. Key findings indicate a growing global demand for forensic accounting, evidenced by the establishment of specialized units within major firms and regional accounting entities. The review concludes with insights into the general characteristics and classification schemes of forensic accounting studies, offering a detailed examination of the field's present and future directions. [ABSTRACT FROM AUTHOR]

Rapid restoration of access to essential goods and services has long been regarded as paramount for community recovery. Yet, there remains ambiguity in how access should be defined, measured, or operationalized. Defining accessibility as the ability to use available goods and services with a reasonable level of effort and cost requires evaluating it across six dimensions (proximity, availability, adequacy, acceptability, affordability, and awareness) while considering the perspective of both users and providers in the evaluation. But common distance-based metrics that focus solely on physical access and travel time often fall short of fully capturing these requirements, overlooking the user's perception. This paper introduces a new spatio-temporal accessibility metric that combines four out of these six dimensions, including proximity, acceptability, adequacy, and availability. The metric considers uncertainty in measuring each dimension and addresses both user and provider perspectives in measuring the acceptability and adequacy dimensions. The variation in the metric across the disaster timeline serves as a proxy for community recovery. The metric aligns with common engineering-oriented functionality-based resilience frameworks as the functionality level of the providers has been incorporated in its development. Operating at the household level, the metric determines the ratio of post-disruption access time to the intended good or service against its pre-disruption access time and yields a unitless ratio between zero and one, with zero expressing a total loss in accessibility and one signifying the same level of accessibility as pre-disruption. The proposed metric, while being scientifically principled, is a practical tool whose output is easily understood even by non-expert individuals. The metric is illustrated for schools and pharmacies using the Lumberton Testbed and data collected following the 2016 flood in Lumberton, North Carolina after Hurricane Matthew. Findings provide new insight into recovery plan prioritization and can be used to trigger protective actions. The paper concludes by discussing issues and barriers related to developing and validating accessibility metrics while highlighting areas for future research. [ABSTRACT FROM AUTHOR]

Automatics and Robotics students usually engage in some interdisciplinary approaches on their courses at universities, joining the areas of computer science and control theory. During the limited duration of these courses, some knowledge must be acquired by the students. Remote education, temporarily enforced by the COVID-19 pandemic in recent years, has posed new challenges related to the limited contact that students have with academic staff, as well as the limited access students have to hardware facilities. This paper discusses the motivations of students after the COVID-19 pandemic based on a case study of student projects completed at the University of Zielona Gora (Poland). The conducted study was student-centered and highlighted some important aspects of motivation from the point of view of the students, focusing mostly on the emerging challenges, how they have been overcome, and what the students have learned from them. The results indicate that the students, minimally supported by an academic teacher, were able to plan everything by themselves and bring the project to completion according to their own intuition. In comparison to before the COVID-19 pandemic, students are now more independent and self-motivated. [ABSTRACT FROM AUTHOR]

Background: The biomedical and health informatics (BMHI) fields have been advancing rapidly, a trend particularly emphasised during the recent COVID-19 pandemic, introducing innovations in BMHI. Over nearly 50 years since its establishment as a scientific discipline, BMHI has encountered several challenges, such as mishaps, delays, failures, and moments of enthusiastic expectations and notable successes. This paper focuses on reviewing the progress made in the BMHI discipline, evaluating key milestones, and discussing future challenges. Methods: To, Structured, step-by-step qualitative methodology was developed and applied, centred on gathering expert opinions and analysing trends from the literature to provide a comprehensive assessment. Experts and pioneers in the BMHI field were assigned thematic tasks based on the research question, providing critical inputs for the thematic analysis. This led to the identification of five key dimensions used to present the findings in the paper: informatics in biomedicine and healthcare, health data in Informatics, nurses in informatics, education and accreditation in health informatics, and ethical, legal, social, and security issues. Results: Each dimension is examined through recently emerging innovations, linking them directly to the future of healthcare, like the role of artificial intelligence, innovative digital health tools, the expansion of telemedicine, and the use of mobile health apps and wearable devices. The new approach of BMHI covers newly introduced clinical needs and approaches like patient-centric, remote monitoring, and precision medicine clinical approaches. Conclusions: These insights offer clear recommendations for improving education and developing experts to advance future innovations. Notably, this narrative review presents a body of knowledge essential for a deep understanding of the BMHI field from a human-centric perspective and, as such, could serve as a reference point for prospective analysis and innovation development. [ABSTRACT FROM AUTHOR]