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The development and enhancement of occupational health services (OHS) at the national level is central to ensuring the sustainable health, well-being and work engagement of the working population. However, due to differences in national health, social security and occupational safety and health systems, the content, capacity, coverage and provisions of OHS vary considerably across national contexts. Obtaining a better understanding in terms of such similarities and variations internationally is essential as such comparative information can help inform evidenced-based decision-making on OHS at both policy and practice levels. This paper therefore reviews and analyses the key policies, standards and approaches in OH systems and services, using both academic and grey literature, across 12 industrialised countries (Australia, Canada, Finland, France, Germany, Ireland, Italy, Japan, The Netherlands, Poland, United Kingdom and the United States of America). It provides a detailed overview and categorization of OHS in these selected countries in terms of the legal and policy context, organisation and financing and coverage and staffing while specifically discussing variations aimed at psychosocial risk management and the promotion of mental health and well-being at work. It draws conclusions on key development needs of OHS internationally to ensure psychosocial risk management and mental health promotion are prioritised effectively in a preventive manner.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.

The article analyzes the results of the international survey "Synthesis of Media Literacy Education and Media Criticism in the Modern World," conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience's critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot of work to do to make their synthesis really effective in the modern world.

Recently, the "Education, Audiovisual and Culture Executive Agency" (2012) have funded programmes designed to advance European citizenship and citizen competences through education. This paper reports on the findings from one project, Creative Connections, designed to encourage the "voices" of young people in exploring European identities. Children (aged 9-16) in 25 schools in six European Union (EU) countries (UK, Finland, Spain, Czech Republic, Portugal and Ireland) developed artworks that explored perceptions of European citizenship. Their art was posted on a secure website and they discussed images with peers using automatic online translated blogs. The project facilitated representations of identity/belonging using a range of media. However, some artworks suggested that children were alienated from "Europe", particularly EU responses to global austerity. This paper uses the theory of "precarity" to examine the ways in which the children expressed their concerns. Some artworks suggest that recent economic and political decisions have had the effect of challenging a sense of shared European citizenship; they resist a positive sense of identification with Europe and demonstrate fear for their future based on their current lives. This indicates that the EU's educational goals to promote citizenship competences may require revision to account for the challenges of contemporary societies.

At a time when the national conversation is focused on lagging upward mobility, it is no surprise that many educators point to poverty as the explanation for mediocre test scores among U.S. students compared to those of students in other countries. If American teachers in struggling U.S. schools taught in Finland, says Finnish educator Pasi Sahlberg, they would flourish, in part, because of "support from homes unchallenged by poverty." Michael Rebell and Jessica Wolff at Columbia University's Teachers College argue that middling test scores reflect a "poverty crisis" in the United States, not an "education crisis." Adding union muscle to the argument, American Federation of Teachers president Randi Weingarten calls poverty "the elephant in the room" that accounts for poor student performance. But does the room actually contain the elephant? To prove that poverty is the major factor driving America's meager academic achievement, at least two of the following three claims need to be established: (1) Poverty is related to lower levels of student learning; (2) America's poor students perform worse than other countries' poor students; and (3) The poverty rate in the United States is substantially higher than the rates in countries with which it is compared. Each of these claims is examined in this article.

This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores that are significantly below the average for their country. Educational systems are classified in four models following the classification proposed by N. Mons. Results show that the more integrated the educational system, the greater the number of disadvantaged high achievers, and the lower the number of disadvantaged low achievers.

Type 1 diabetes affects over nine million individuals globally, with approximately 40% developing diabetic kidney disease. Emerging evidence suggests that epigenetic alterations, such as DNA methylation, are involved in diabetic kidney disease. Here we assess differences in blood-derived genome-wide DNA methylation associated with diabetic kidney disease in 1304 carefully characterised individuals with type 1 diabetes and known renal status from two cohorts in the United Kingdom-Republic of Ireland and Finland. In the meta-analysis, we identify 32 differentially methylated CpGs in diabetic kidney disease in type 1 diabetes, 18 of which are located within genes differentially expressed in kidneys or correlated with pathological traits in diabetic kidney disease. We show that methylation at 21 of the 32 CpGs predict the development of kidney failure, extending the knowledge and potentially identifying individuals at greater risk for diabetic kidney disease in type 1 diabetes. Approximately 40 percent of people with type 1 diabetes develop kidney disease, but the risk factors are not well understood. Here, the authors identify DNA methylation signatures associated with diabetic kidney disease, of which 21 biomarkers predict the development of kidney failure. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

Background Studies confirm the positive effect of sugar-sweetened beverage (SSB) taxation on public health. However, only a few countries in Europe adopt SSB taxes. From a public policy perspective, we investigate the conditions under which countries do or do not follow this evidence. Methods Crisp-set Qualitative Comparative Analysis (QCA) of 26 European Organization of Economic Cooperation and Development countries with and without an SSB tax. We test which configurations of conditions (problem pressure, governmental composition, strategic planning, health care system, public health policies, inclusion of expert advice in policymaking) emerge as relevant in determining adoption and non-adoption between the years 1981 and 2021. Pathways that lead to the presence and absence of SSB taxes are identified separately. Results At least one of the following configurations of conditions is present in countries that introduced taxation: (i) high financial problem pressure, low regulatory impact assessment activity; (ii) high public health problem pressure, a contribution-financed health care system, no holistic strategy for combatting non-communicable diseases (NCDs); (iii) a tax-financed health care system, a holistic NCD strategy, high strategic and executive planning capacity. In countries that did not adopt SSB taxes, we find (i) high regulatory impact assessment activity, high levels of sugar export; (ii) no holistic NCD strategy, high spending on preventive care; (iii and iv) a lack of strategic planning capacity and either a high share of spending on preventive care or inclusion of expert advice. Discussion Evidence inclusion requires clear policy priorities in terms of strategy and resources to promote public health. [ABSTRACT FROM AUTHOR]

This study aims to conduct a bibliometric analysis of the articles about values education in the Web of Science database. To this end, analyzes were provided of 254 articles deemed suitable for the analysis from the articles collected from the database. Bibliometric analysis was performed for the most used keywords, the most used words in the abstract, the most cited authors, the most cited countries, the most cited journals about values education via the VOSviewer program. Furthermore, the articles' publication years and languages were identified. Values education, values, education, moral education are the most used keywords. Data, level, and program are the most commonly used words in the abstract. The most cited writers (cocitation) in values education are Lovat, Thornberg and Kohlberg. According to both co-citation and citation analysis of the most cited journal, it is the Journal of Moral Education. The countries that are most cited are the United States, Australia, and England. Even though the first study in this field was conducted in 1970, the majority of researches were performed in 2019. The publication language of the articles has been discovered to be predominantly English. It is assumed that the findings obtained would provide the researchers with a general framework in this field. Suggestions for further studies are brought in as a result of the study.

This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States, Turkey, Taiwan, South Korea, Ireland, England, Colombia, Macedonia, India, Thailand, Slovakia, Indonesia, Spain, Malaysia, Finland, and Ukraine. The research findings provide an overview of chemical materials that students often experience misconceptions about and the types of misconceptions about these chemical materials. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.

This paper presents an exploratory analysis of the funding mechanisms for higher education across sixteen countries which builds upon existing work on educational institutions, educational outcomes, and welfare regimes. We focus upon the current financing dilemma within the Irish higher education system, seeking potential solutions within an international comparison. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental-Europe, Mediterranean and English-Speaking; all of which are strongly correlated to economic and structural characteristics based on welfare state literature. Each education regime is associated with institutional, economic, and political factors. Our analysis presents evidence that Ireland does not possess the characteristics of a country that could benefit from an income-contingent lending structure to fund university education due to inherent sovereign characteristics. Further, Ireland could be better served through the introduction of free fee structures such as that found in Norway and Scotland or through the generation of state-sponsored lending facilities through private institutions like those already in place in Finland, Germany, and Sweden.

This article explores cross-country patterns in how conditions relating to family background, education, and the labor market are related to literacy and numeracy skills. It seeks to assess whether these patterns are in agreement with models of skills formation as identified in the political economy literature. The novelty of this article resides in a reexamination of the findings in the literature of skills formation and education and training system with new data on adults' skills. This research uses a two-step approach: first it applies Shapley decomposition variance on adult skills and then each country scores are clustered to search for common pattern and regularities in skills formation. This leads us to single out common regularities among groups of countries in the way skills are structured and distributed. We find three main typologies and different subgroups within them that are compatible with the literature on skills formation models.

Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, few indications exist on how to assess CT in compulsory school. This review analyses what tools are used to assess CT in European schools and which dimensions are assessed. We analysed 26 studies carried out in K-12 between 2016 and 2020 in Europe. The results indicate that 18 different tools have been used and they can be categorized into five groups: questionnaires, tests/tasks, observations, interviews and analysis of products. From the tools we analysed, more than 50 dimensions were assessed and the vast majority of those were closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a tool that allows all different facets of CT to be assessed are currently missing.

International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.

Background: Educational qualifications and literacy skills are highly related. This is not surprising as it is one aim of educational systems to equip individuals with competencies necessary to take part in society. Because of this relationship educational qualifications are often used as a proxy for "human capital". However, from a theoretical perspective, there are many reasons why this relationship is not perfect, and to some degree this is due to third variables. Thus, we want to explore the net relationship between educational attainment (harmonized according to the International Standard Classification of Education, ISCED) and literacy skills, and how much skills vary within education levels across countries. Methods: We use data from 21 countries from the Programme for the International Assessment of Adult Competencies 2012. This paper compares the literacy skills of adults who achieved different levels of educational attainment across countries. Given the high degree of educational differentiation in most countries, we do this using a more differentiated educational attainment variable than what is commonly used. In our analyses we firstly adjust for factors that are likely to affect access to education and the acquisition of educational qualifications and literacy skills, such as parental education and language and migration background. In a second step, we also take into account factors affecting skill development after initial formal education, such as occupation and skill use at home. Results: We firstly find a high degree of heterogeneity of skills across countries for equivalent education categories. Secondly, we find skill similarities for equivalent education categories classified at different broad education levels, sometimes even breaking the hierarchical order of 'higher education entails higher competencies'. Conclusion: We conclude that ISCED levels cannot be taken as a cross-nationally comparable proxy for human capital in terms of literacy skills, and that education has to be harmonized in a substantively more meaningful way in future adult literacy surveys.

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.

Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.

The situation caused by coronavirus disease 2019 closures in the spring of 2020 resulted in various restrictions for universities and led to a reorganisation of their operations. This created unprecedented challenges for all academic work. This study aimed to analyse the pandemic-related work experiences of doctoral researchers from several European universities. Thirty-eight doctoral researchers of management and organisation studies wrote voluntarily about their pandemic-related work experiences. The analysis focused on work communication since it emerged as the key theme in the writings. An analytical framework was developed to capture corporeal, virtual, formal, and informal dimensions of work communication in 72 relevant mentions that were extracted from the writings. These mentions created a rich evaluative space in that they evaluated different aspects of work communication. The general finding that all combinations of corporeal, virtual, formal, and informal work communication received both positive and negative evaluations theoretically made sense from a sociomaterial-technological perspective. Doctoral researchers must become immersed in specific sociomaterially and technologically constructed entanglements to achieve their goals of work communication. The findings revealed that these entanglements were both impeding the determinants of work communication as well as enabling researchers to carry out work communication in novel and creative ways.

This study explores the role of the welfare state in reducing young people not being in education, employment, or training (NEET)s across 15 European countries. Using data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) in combination with the Social Expenditure Database, we conducted cross-national analysis to reveal whether the increase in public social spending moderates the risk of being NEET at a young adult age, especially for socially disadvantaged young people. Our results highlighted that the rise of one percentage point of public social spending per gross domestic product, including social expenditure on education, active labor market, and unemployment, is significantly associated with decreasing the odds of being NEET. Furthermore, these social expenditures appeared to lower the NEET risk given socially disadvantaged backgrounds suggesting that young people with low educational levels, whose parents have low educational attainment levels, non-immigrant families, and females are likely to benefit given the robust social protection system. These findings suggest that public social spending may be an effective investment in promoting the social involvement of young people from socially disadvantaged background.

The quality of national education depends on many factors, which traditionally include adult literacy, the total share of students receiving general, secondary vocational and higher education, the level of the material and technical base, etc. Based on these factors, a list of leading countries by the level of education is formed. The authors believe that in the short term it practically does not change, the leaders retain their positions, the lagging countries rarely get out on top positions. However, the world changes, new trends and tendencies determine the constant change and improvement of quality criteria. The authors suppose that the process of digitalization of the economy will play a significant role in this process. New technologies and processes will undoubtedly update the picture of the leaders of the modern educational process. Here, the countries occupying second positions can claim the role of leaders. These aspects determine the relevance of this study. In this regard, the purpose of the work is to perform a comparative analysis of the quality of education and the level of competitiveness of the leading countries in the context of the growing digitalization process. The research methodology is based on a systematic and structural-functional approach. The representativeness and reliability of the research results are based on the use of general scientific and special methods, including analysis, synthesis, modeling, extrapolation, content analysis, historical analysis, and others. Based on the world ratings of the quality of education, the authors' own rating of the best national education systems was compiled. Moreover, the authors noted that this rating also differs little from the rating of countries' competitiveness on the world stage. The main reasons for distinguishing the leading countries include the existing stage of development, the standard of living of the population, investments in education and science, and other reasons.

Across Europe, educational institutions are essential in assisting exploration of politics, culture and history, and the use of creative arts appears crucial to supporting this aim. This article reports on Creative Connections, a multi-partner research project that facilitated exchanges for young people to explore their European identities using online art galleries and blogging technologies. Their multimodal conversations revealed an openness to consider artworks as sources of knowledge and experience. Participants did not focus on the nationality of the artist, but concentrated on the relationship that the subject matter of the work had with their own concerns. Anxiety related to populism, exclusive nationalism, social inequality and new forms of labour appeared to impact young European citizens' relationships and their perceptions of democracy.

In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed.

The increasing availability of non-formal education in the form of Open Education Resources (OERs) and Massive Open Online Courses (MOOCs) gives rise to the questions of how such education can be formally recognized for credit. Prior Learning Assessment and Recognition (PLAR), and Qualification Frameworks are fields of practice actively engaged in and associated with the recognition of non-formal education (RNFE) and can provide guidance on RNFE for the recognition of OERs/MOOCs. A scoping exercise reviews the literatures from the three fields and associated practical exemplars. Findings suggest a growing demand for, growth in, and diversification of, the recognition of non-formal education. Synergies or creative combinations of expertise across the three fields that could be further exploited to gain maximum traction for RNFE are identified. These are multi-dimensional: top-down, bottom-up, sector to sector, country to country, qualification framework to qualification framework, system to system, field to field. There is ample evidence that the process of recognition, albeit demanding, "does" have a positive effect on the quality of the NFE, and by association, it is hoped, on the qualification status of individuals and their access to related social and economic benefits.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

Introduction: The prevalence rates of bullying vary significantly across countries and continents. Specifically, UNESCO estimates that the prevalence rates vary from 22.8% (CentralAmerica) to 48.2% (Sub-Saharan Africa). Recently these differences among countries andregions have been attributed to culture- and country-level variables. Thus, the first purpose ofthis study is to examine the comparability of bullying in schools across countries. Secondly, across-cultural comparison of the latent mean scores of bullying is implemented. Method: The data of 286,481 adolescent students (M=15.78, SD=0.29) from 32 countrieswere analyzed using multilevel confirmatory factor analyses (MLCFA) and multigroup factoralignment. Results: Results indicated that the meaning of bullying is equivalent within and between cultures. However, cross-cultural differences in bullying are apparent. East Asian countries havethe lowest latent means of bullying, while Southeast Asian countries have the highest means.Anglo-Saxon, Eastern European, Mediterranean, South American, and Middle East countriesdisplayed rather higher scores. Discussion and Conclusion: These findings underscore the existence of cross-cultural differential responding in bullying measures. Further, the implicit role of culture as an importantvariable that determines the rates of bullying is underscored.