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Current nursing professional development programs include online education related to caring for COVID-19-positive patients. However, these resources failed to attract significant uptake of knowledge acquisition mainly because of poorly structured web pages. This discussion paper presents a unique perspective to designing professional development programs for frontline nurses working during the COVID-19 pandemic and beyond through the use of interactive digital content (IDC). An overview of IDC is provided, followed by strategies for transforming existing nursing professional development education into IDC. [ABSTRACT FROM AUTHOR]

The contribution is devoted to the development of international student mobility in the framework of the Erasmus+ and Non-European Mobility programmes, while the focus is also on the interest and experience of students from the Faculty of Economics and Management of the Czech University of Live Sciences Prague. At work, the development of the number of students arriving and leaving in 2008-2019 and the interest in destination countries and universities are assessed using statistical methods. Based on time series models, the expected development of indicators in the coming years was predicted. The work is also based on the results of a questionnaire survey carried out on the population of students of the Faculty of Economics and Management and focused on the perception and evaluation of the programme. The survey showed that students take foreign mobility as a unique asset that will make it easier for them to find adequate employment in the future in terms of their education. For international mobility, improvements in language skills, knowledge of new cultures and the creation of foreign social connections are highly regarded. [ABSTRACT FROM AUTHOR]

• Crime scene investigation training and education has to address specific problem solving and psychomotor skills. • AR technology could improve current training and education approaches when used as a supplementary tool. • Potential challenges and considerations are highlighted that are to be explored before implementing AR technology. The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible. The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills. This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators. The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration. [ABSTRACT FROM AUTHOR]

Copyright of Vjesnik Bibliotekara Hrvatske is the property of Croatian Library Association 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.)

South Africa has one of the highest reported rates of youth unemployment coupled with poverty and inequality in the world. These challenges have recently been worsened by the impact of the Covid-19 crisis on the economy. Unemployment rates have remained stubbornly high in the country and have been a consistent concern for government and policymakers. In light of the South African Economic Reconstruction and Recovery Plan, the purpose of this paper is to analyse South African youth employment recovery in the post-Covid-19 economy. In particular, this paper analyses the potential role of education and training in the recovery of youth employment. Document analysis and a critical literature review were conducted to address the objective of this paper. In the research that informed this paper, firstly, a Google search was conducted to obtain relevant documents and publications on the South African Economic Reconstruction and Recovery Plan. Secondly, a comprehensive literature search across 10 scholarly databases was conducted to obtain relevant recently published articles. Documents and scholarly articles were analysed through thematic analysis. The results indicate that Covid-19 has contributed to the overall surge in job losses. However, the impact of the pandemic on youth unemployment itself is minimal, as youth unemployment was already high in the pre-Covid-19 economy. Further results show that addressing youth unemployment largely depends on economic growth. In particular, "appropriate" education and training, as part of the recovery plan, can play a key role in economic growth stimulation and job creation. These results call for collaborative efforts from different stakeholders, not only to implement programmes and policies that contribute to economic growth, but also to develop an education system that addresses the labour market needs. [ABSTRACT FROM AUTHOR]

All organizations encounter problems. All organizations are, at some point, in extreme situations, without knowing how to react. All organizations are looking for innovation and want to come up with something ingenious. But, actually, how can these problems be identified, defined and properly solved? Certainly, through design thinking. As a highly effective problem-solving approach, design thinking follows five significant steps, each one being presented in detail in the paper. This method can generate boundless success, yet it can also have no impact, if not exploited accordingly. Thus, in the current research paper, design thinking was linked to three different fields in Romania - education, IT and banking. The choice of education, IT and banking was made precisely due to the discrepancies between these sine-qua-non areas that cannot be excluded from the quotidian and that actively contribute to improving the quality of life. Altogether, the aim was to scrutinize how contrasting organizations consciously or unconsciously apply this innovative technique. Through a quantitative method of research, the degree of acceptability of the design thinking method was observed, but also the organizations' effective ways for innovation. In this paper, it is identified to which extent solutions lead to or involve aspects of digitalization. Coronavirus pandemic led organizations to shift their processes into the online environment. In fact, during this period of time, organizations faced unprecedented problems that might be solved with the help of digitalization. In this regard, interconnecting digitalization with design thinking might be of real help, under the idea of innovation. The research outcomes reveal an accurate overview of the method use. [ABSTRACT FROM AUTHOR]

Nowadays, the COVID-19 pandemic has led Malaysian educators to experience more significant burnout due to job demands. This paper is an effort to examine the reasons that caused burnout among Malaysian educators. A total of 413 Malaysian educators participated in the study. This study's findings revealed that PSC has a significant negative relationship with hindrance demands and burnout, whereas both challenge and hindrance demands have insignificant positive relationships with burnout. Furthermore, the study showed that two variables--challenge demands and hindrance demands--played significant mediators in the relationship between PSC and burnout. As a result, it is concluded that PSC can reduce the unfavorable characteristics of hindrance demands and burnout among Malaysian educators. This paper's findings are valuable to academics and experts who wish to minimize the burnout pervasiveness among Malaysian educators. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Extended reality is proposed as a means to deliver qualitative material to students in higher education institutions. The usage of this technology has increased due to Covid-19 lock down. This paper aims to categorize the challenges encountered by literature that deployed extended reality (XR) in higher education during and after the lockdown. However, the number of available articles addressing these challenges is limited, with a total number of 40 articles obtained from dimensions’ dataset. In this study, bibliometric analysis is used to highlight the number of publications, citations, and authors in this field. Thematic analysis with inductive reasoning is applied to extract the primary challenge themes mentioned in 23 articles. After reviewing the eligible articles; we categorized the challenges into three main themes: Teacher, Student, and Technology. [ABSTRACT FROM AUTHOR]

COVID brought many changes to the workplace. Now that most COVID restrictions have been removed, organizations are faced with a diminished workforce, with a national unemployment rate of 3.4%. As with other occupations, cybersecurity professionals are in demand. Low unemployment often means changing educational requirements and/or years of experience to attract a wider range of candidates and potential employees. This paper examines and compares pre-COVID (2019) and post-COVID (2022) position descriptions and current cybersecurity curricula to how well the curricula is preparing new graduates for employment in the workplace. This study is limited to US based organizations. Results indicate that the position description changes in required skills have mostly resulted in an increase in soft skills, and that most curricula remain strong on the technical skills but few are explicit regarding building the soft skills. [ABSTRACT FROM AUTHOR]

This special collection contains articles from participants in the 7th International Designs for Learning Conference – Remediation of Learning. The focus of the conference and the special collection is on current changes in the designs of information and knowledge representations and their consequences on how we understand and evaluate learning and communication. The conference was held in May 2021 and due to the pandemic it was run digitally through Zoom. A total of 43 abstracts were submitted, and all delegates were invited to submit a full paper to the Designs for Learning Journal. Five articles were finally included in the special collection and are presented below, along with an acknowledgement of the abstracts presented during the conference. [ABSTRACT FROM AUTHOR]

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

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

E-learning had been fully implemented during the COVID-19 lockdown. This emerging teaching and learning method has overcome many challenges and demonstrated a great deal of potential. During the COVID-19 pandemic, programming labs courses at the Faculty of Information Technology at Hashemite University were amended to be fully online courses using different platforms. In this paper, an analysis study is performed to analyze students' perspectives and experiences toward the new learning approach during COVID-19. The new online learning methodology was exploited, applied, and evaluated for all programming labs. Data for this study were collected through a web structured survey to measure students' satisfaction with the new learning approach. The survey questions were categorized into five factors and validated by the Pearson correlation coefficient test. The results showed that 47.3% of students agreed that the new approach had created a virtual course environment similar to face-toface courses on campus. 46% of students requested upgrading and enhancing the adopted online evaluation system to obtain fairer assessment results. Students' records were also obtained and analyzed using the independent t-test, and comparing curves revealed that the mean of students' marks during COVID-19 has statistical significance. Examining curves of direct assessments brings to light the difference in the behavior of curves during COVID-19. [ABSTRACT FROM AUTHOR]

Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed. [ABSTRACT FROM AUTHOR]

The art of teaching consists in adapting the structures, contents, teaching strategies, classroom management issues, as well as managing the conditions imposed by the contemporary contexts of society, the constant adaptation of the strategies, used by the teacher, to the needs of the children, while trying to find a balance between the traditional training method and the use of technology. The challenges brought by the context of the last years, in terms of the protection and safety of our health due to the COVID 19 pandemic, have put the education system to the test from all points of view: from a technological point of view, the lack or poor training of teachers in terms of digital competences, the poor functionality of certain school platforms used, etc. However, teachers have implemented ideas that give value to the teaching act, by reinventing themselves, striving to find innovative solutions so that the teaching activities can continue to take place. The aim of this paper is to identify the biggest challenges faced by Romanian teachers in preschool education in the pandemic context, understanding how they managed to adapt and what solutions they found and applied for carrying out the teaching activity. In this respect a questionnaire was developed and distributed among pre-school teachers during November 2021 - January 2022. The results of the research identified a series of difficulties faced by the participants, generated by a multitude of elements such as: lack of technological equipment, low digital skills, difficulties in organizing and supporting the learning activity. An essential aspect regarding the online teaching activity with kindergarten children was the reluctance and non-involvement of parents, many parents not agreeing with the use of the computer and the internet for a long time. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic has forced schools to accelerate their digitalization process, causing an exacerbation of pre-existing educational disparities and a worldwide increase of students affected by mental health issues. In response to these severe issues, the OECD calls for the adoption of inclusive education strategies addressing both learning and emotional issues. This paper aims to illustrate how specific adoptions of arts education could effectively implement such strategies. Moreover, it will introduce the readers to the goals and future results of InCrea+, a European project aiming to provide an innovative method of inclusive education and promotion of wellbeing through arts education. [ABSTRACT FROM AUTHOR]

The paper presents the nuanced role of culture in the sustainable development agenda of the United Nations, highlighting the contribution of House Museums in all the World. Museums are increasingly aware of the need to become more sustainable. To this end, many museums are already doing some green work and green thinking, thus contributing to the United Nations' Sustainable Development Goals (SDG's) and to creating a sustainable future. Government and funding bodies are increasingly demanding environmental assessment. As agents of social responsibility we are expected more and more to deal with the results of environmental change such as flooding and drought, and to fulfil our role as a forum for public debate. We believe that despite the Covid-19 Pandemic and its devastating effect on personal, public, political, economic and cultural life over this past year it is important to also keep looking beyond it. Sustainability remains even more relevant for the future of society and museums alike. The research presents the results about an open call for museums and museum professionals, to have an important role to play in building a more peaceful, equal, and sustainable future. Best practices on sustainability address these issues, examine the challenges, inspire examples and show that a lot is possible. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) has gained increased recognition in varying fields, in particular educational contexts. In the wake of the Covid-19 pandemic, home-based learning becomes a reality and is already in place across the globe, and learning via augmented reality technology will help learners comprehend learning content in a more creative frame of mind than ever before. Very little research has examined the adoption behavior of augmented reality in developing country perspectives. Therefore, there is a pressing necessity to understand the dynamics of augmented reality adoption for the benefit of motivating and inspiring students to adopt this highly innovative and impactful type of technology in the learning process. Against this background, the authors proposed and tested a model based on integrating Task-Technology Fit (TTF) and UTUAT2 theories. The results reveal the positive effect of task technology fit, performance expectancy, effort expectancy, social influence, facilitating condition, and hedonic motivation on behavioral intention (BI) in the adoption process of augmented reality in educational settings, where price value is found to exert little influence on behavioral intention. This model explains 49% of the variance in intentional behavior to adopt AR technology in the educational context. The conclusions of this study will add to the literature more informative knowledge leading to increased awareness of the dynamics and behaviors of AR adoption in a developing country perspective. We present and discuss the theoretical contributions and practical implications of our findings. • Augmented Reality can be an effective tool for learning, but its adoption has received less attention. • This paper analyzed the adoption of augmented reality technology in educational settings from a developing country context. • An integration of TTF and UTAUT2 is proposed to investigate augmented reality adoption in education. • TTF, performance and effort expectancy, social influence, facilitating conditions, and hedonic motivation impact intention. [ABSTRACT FROM AUTHOR]