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Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. Aim: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens. Setting: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Methods: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group. Results: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children's visual perception skills. Conclusion: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.

Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. Aim: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens. Setting: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. Methods: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used.Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group. Results: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children’s visual perception skills. Conclusion: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.

It has always been our party's fine tradition to focus on moral character and political concept education for undergraduate pupils. Since the founding of the Communist Party of China, the moral character and political concept education of undergraduate pupils has been attached great importance, no matter when the moral character and political concept education of undergraduate pupils in the primary position of education. With the development of modernization, the moral character and political concept education system of undergraduate pupils is quite different from the traditional system, so how to evaluate the moral character and political concept education of undergraduate pupils more accurately and fairly requires more suitable evaluation methods and key indicators. Today's higher education is dominated by a pragmatic view, and one of its main goals is to produce pupils who contribute to society. The importance of which will need to practice, thus combining the domestic and foreign education view, and the specific ideological education present situation, we put forward the practice of the key indicators, based on the CIPP model built which is suitable for the modern undergraduate pupils' ideological education evaluation system method; the results show that the presented evaluation method and undergraduate pupils' ideological education level fit are 15% higher than the traditional methods, and it has stronger accuracy and fit degree. [ABSTRACT FROM AUTHOR]

To cultivate correct labour values and good labour quality of college students and effectively promote the development of their labour concept education, this work explores the impact of wireless network mobile devices on college students' labour concept education under the environment of artificial intelligence. Firstly, a questionnaire survey is used to investigate the labour concept of 400 college students. Secondly, the impact of wireless network mobile devices on college students' labour education is obtained by comparing group A (using artificial intelligence APPs for wireless network devices to learn about labour concepts) and group B (using traditional classroom teaching methods for to learn about labour concepts). According to the statistical survey results, about 20% of college students agree that "if they have enough money to live, they do not have to work"; while less than 50% agree that "they cannot be admitted to civil servants and senior managers in the company and are willing to engage in ordinary labour in the future". Meanwhile, about 50%–60% of college students think that "housework has nothing to do with me, and it's all the work of adults". In the question "What would you do when you find that the public area is dirty and poor, but it's not your turn to be on duty?", only about 50% of college students are willing to clean actively. Comparing the data of group A and group B suggests that the labour view expressed in group A is more biased in the cognition of labour purpose, and students in group A is more negative and lazier in labour attitude and labour habits, which shows that wireless network mobile devices have a great negative impact on the overall labour view of college students. Therefore, it is revealed in this work that the correct use of artificial intelligence technology in the education of labour concept has extremely important value for the intelligent development of education methods. [ABSTRACT FROM AUTHOR]

Araştırmanın amacı, “Eğitici Oyuncaklarla Verilen Kavram Eğitimi’nin 60-72 Aylık Çocukların Temel Kavram Kazanımına Etkisi”ni incelemektir. Araştırmanın evrenini 2017-2018 eğitim öğretim yılında Ankara ili Pursaklar ilçesi Milli Eğitim Bakanlığı’na (MEB) bağlı bağımsız anaokullarına devam eden, tipik gelişim gösteren 60-72 aylık çocuklar oluşturmaktadır. Araştırmanın çalışma grubunu, bağımsız anaokullarına devam eden 60-72 aylık çocuklar arasından tesadüfî olarak seçilen 65 çocuk oluşturmuştur. Araştırmada veri toplama aracı olarak; “48-72 Aylık Çocuklar İçin Temel Kavram Kazanımını Değerlendirme Ölçeği”, “Sınıf İçi Eğitici Oyuncak Ortamını Değerlendirme Formu” , “Evde Eğitici Oyuncak Ortamını Değerlendirme Formu”, “Öğretmen Gözlem Formu”, “Öğretmen Görüşme Formu” ve “Ebeveyn Görüşme Formu” kullanılmıştır. Araştırmanın sonucunda, deney ve kontrol grubu ön-test puan karşılaştırmalarında anlamlı düzeyde fark bulunmazken, son-test puan ortalamalarında deney grubunun lehine anlamlı düzeyde fark olduğu belirlenmiştir. Deney grubu ön-test/son-test puan ortalamaları karşılaştırıldığında son test lehine anlamlı düzeyde fark bulunurken, kontrol grubu ön-test/son-test puan ortalamaları karşılaştırıldığında matematik alt ölçek puanları ile toplam puanlarında anlamlı düzeyde fark bulunmuştur.

In addition, our investigation has also shown that one or more of the following human-subject reporting requirements has not been met in this article: ethical approval by an Institutional Review Board (IRB) committee or equivalent, patient/participant consent to participate, and/or agreement to publish patient/participant details (where relevant). This article has been retracted by Hindawi following an investigation undertaken by the publisher [[1]]. [Extracted from the article]

The use of Virtual Reality (VR) in education is getting more and more common, especially when hands-on learning experiences have to be delivered. With VR it becomes possible, e.g., to simulate dangerous or costly procedures that could hardly be implemented in real settings. However, engaging large classes in immersive laboratory activities may be difficult, since VR kits are still rather expensive for quantity purchases and may require powerful PCs as well as proper spaces to work. A possible way to deal with these issues could be to combine VR with so-called asymmetric Collaborative Learning (CL). CL is a particularly interesting pedagogical approach, as it make learners work in team to achieve a common educational goal, promoting critical thinking and active learning. In asymmetric CL, in particular, learners use different technologies to interact. When combined with VR, asymmetric CL could be used, e.g., to let some learners get immersed in a virtual environment, while some others actively participate in the experience using a desktop interface. This configuration could allow, in principle, to involve more learners in the same amount of time and with the same number of VR kits, while also letting them benefit of the advantages of CL. Based on these considerations, this paper investigates the impact of CL on VR-based education by leveraging an immersive virtual environment designed to support a laboratory experience in a Chemistry course. A user study was conducted by involving 46 university students enrolled in the course. Objective and subjective metrics were used to compare two education methods, i.e. one in which the students experienced the VR environment in isolation, another one in which pairs of students collaborated with an asymmetric approach. Students' knowledge acquisition was assessed by means of theoretical quizzes, whereas practical performance was automatically measured during the VR experience. The experimental results showed that trading off VR-based, individual learning for CL may have positive effects on the acquisition of theoretical knowledge, but may be detrimental to the achievement of practical abilities if sufficient exposure to technology cannot be guaranteed. [ABSTRACT FROM AUTHOR]

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

In the contemporary educational landscape, the outcome-based education (OBE) philosophy has emerged as a pivotal approach, emphasizing the achievement of specific outcomes in the learning process. This study delves into the intricate relationship between physical education assessment methodologies for university students under the OBE framework and their subsequent social adaptability. This study used a sample of 100 physical education elective students from Qilu Normal University. It employed experimental and questionnaire methods to measure the effects of OBEdriven physical education assessment. Preliminary findings suggest a positive correlation between holistic assessment techniques, which consider physical prowess and cognitive understanding, and enhanced social adaptability among students. This adaptability was measured in teamwork, conflict resolution, and interpersonal communication. The study underscores the potential of the OBE philosophy in reshaping physical education curricula, making it more aligned with the broader objective of holistic student development. Further research is recommended to explore the longterm impacts of such assessment methods on students’ post-university life and career trajectories. [ABSTRACT FROM AUTHOR]

The study examined slum residents' daily activities for survival, their implications on the environment, and the health of the inhabitants. The narrative design based on the qualitative methodology was deployed among 23 participants for an in-depth qualitative interview. The findings show various socioeconomic activities, such as processed and unprocessed food stuff; unskilled and unskilled labor, undertaken by the slum residents to fend for themselves. Such activities tend to negatively impact the environment in which people live as well as the health of the residents. The findings should be carefully applied to other slum communities with similar characteristics across all contexts. The outcome of the study provides city administrators with practical evidence of environmental pollutants occasioned by slums’ socioeconomic activities and their health implications in a developing country context. The novelty of this research lies in its application of two theoretical frameworks to examine the same slum phenomenon, emphasising the impact on the ecology and health of residents. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

Self-concept in this article is considered in physical education, with the physical self-concept being in the foreground, and it is analyzed in this quantitative study to determine whether it is related with socio-economic environment and parental styles, focusing on primary education students in the Region of Murcia. Primary education students are in a critical period for the development of self-concept. To assess self-concept levels, socio-economic and cultural environments as well as parental socialization styles, the PSPP, NSE and ESPA29 questionnaires were respectively used. They were used to collect data from 937 students across various educational centers in upper courses (4th, 5th and 6th grades of primary education) to uncover realities in child society and their relationship with self-concept. In the first objective, parental socialization styles are shown to be related with self-concept. However, in the second objective, it is seen that the socio-economic environment is more related with self-concept than parental styles. Finally, the results of the third objective show that there is indeed a relationship with the socio-economic environment and the student body self-concept, both at the family level and for fathers and mothers independently. It is important to consider both the parental styles and the socio-economic environment in which primary education students develop for the development of self-concept. Additionally, educational implications and new lines of research are suggested in this topic. [ABSTRACT FROM AUTHOR]

Research currently focuses on immersive technologies like virtual reality (VR), augmented reality (AR), and mixed reality (MR). However, there is limited exploration of their application in sustainable smart cities with Building Information Modeling (BIM), and there remains a lack of interdisciplinary integration within this domain aimed at fostering sustainable smart city development. Therefore, this paper aims to explore the development status of immersive technology and BIM in sustainable smart cities, identifying trends and research hotspots by employing a triangulation research method mixed with a quantitative method via bibliometric analysis and a qualitative method via content analysis to investigate the relationship between immersive technologies and BIM in sustainable smart cities. The results reveal a fragmented nature in the research on immersive technology and BIM in sustainable smart cities, with rapidly changing hotspots and new technologies following a cyclical pattern every 3 to 5 years. Two distinct cycles of growth were observed in the field over the last 10 years (2014–2023). The first cycle, from 2014 to 2017, represented modest growth, while the second cycle, from 2018 to 2022, showed rapid expansion, with the keywords AR, VR, MR, BIM, smart city, and smart city concept indicating the research hotspots. Immersive technologies and BIM, developed since 2017, have contributed to sustainable smart city construction. The emerging keywords AR, MR, and 360-degree VR have become research hotspots since 2021, particularly in collaborative construction. Future research trends include artificial intelligence, digitalization, AR, and MR, while building sustainability and intelligent construction have emerged as real-world applications. Additionally, this paper employs software tools to generate multidimensional knowledge maps to form a knowledge universe map at a "macro-knowledge" level followed by a "micro-knowledge" level comprising a standard knowledge system, such as lifecycle analysis, enhancing the objectivity and organization of the results and providing innovative references for future research. [ABSTRACT FROM AUTHOR]

Background: Muscle-invasive bladder cancer (MIBC) is a potentially fatal disease, especially in the setting of locally advanced or node-positive disease. Adverse outcomes have also primarily been associated with low-income status, as has been reported in other cancers. While the adoption of neoadjuvant cisplatin-based chemotherapy (NAC) followed by radical cystectomy (RC) and pelvic lymph node dissection (PLND) has improved outcomes, these standard-of-care treatments may be underutilized in lower-income patients. We sought to investigate the economic disparities in NAC and PLND receipt and survival outcomes in MIBC. Methods: Utilizing the National Cancer Database, a retrospective cohort analysis of cT2-4N0-3M0 BCa patients with urothelial histology who underwent RC was conducted. The impact of income level on overall survival (OS) and the likelihood of receiving NAC and PLND was evaluated. Results: A total of 25,823 patients were included. This study found that lower-income patients were less likely to receive NAC and adequate PLND (≥15 LNs). Moreover, lower-income patients exhibited worse OS (Median OS 55.9 months vs. 68.2 months, p < 0.001). Our findings also demonstrated that higher income, treatment at academic facilities, and recent years of diagnosis were associated with an increased likelihood of receiving standard-of-care modalities and improved survival. Conclusions: Even after controlling for clinicodemographic variables, income independently influenced the receipt of standard MIBC treatments and survival. Our findings identify an opportunity to improve the quality of care for lower-income MIBC patients through concerted efforts to regionalize multi-modal urologic oncology care. [ABSTRACT FROM AUTHOR]

Virtual reality has emerged as an influential technology in the educational landscape, offering learners and teachers immersive and interactive experiences that enhance traditional teaching methods. However, despite the increasing importance of virtual reality in education, a systematic description and classification of virtual reality use cases in education is still lacking. This limits the understanding and comparability of virtual reality use cases and highlights the need for a structured approach. This study asks the research question: How can virtual reality educational use cases, identified in the literature, be described, and classified? To classify these use cases, this study develops a state-of-the-art taxonomy. The taxonomy was developed in a combination of a conceptual-to-empirical and empirical-to-conceptual approach. The first stage to develop the taxonomy was based on a conceptual-to-empirical approach. Here, the concepts of virtual reality, use case and education serve as meta-characteristics and theoretical structure. To further detail the dimensions and characteristics, a systematic literature review was conducted by following a PRISMA-guided search and selection process. Therefore, the scientific databases Science Direct, AISel and Springer Link were used to search for studies between 2018 and 2023, obtaining a sample of 39 publications. As the conceptual-to-empirical approach did not richly describe the analysed virtual reality use cases from the studies, additional dimensions and characteristics were identified inductively. Therefore, a second iteration was conducted relating to the empirical-to-conceptual approach. This process explored the practical aspects of virtual reality scenarios and added applicable and practical characteristics to the initial theoretical foundation. The result is a comprehensive taxonomy of virtual reality use cases in education that contributes significantly to existing knowledge and provides a solid foundation for future research. The final taxonomy includes 17 dimensions and 37 characteristics. These findings can support educators to understand the nature of virtual reality use cases, enabling them to describe and implement such use cases effectively within educational settings. [ABSTRACT FROM AUTHOR]

The importance of digitalisation in teaching and learning, which is addressed in Education 4.0 systems, is a relatively recent concept. Education 4.0 involves integrating advanced digital technologies, such as artificial intelligence, big data, the Internet of Things, and automation, into the teaching and learning process. The need to transform the perception of educational resources arose from the transformation of productive resources, which is exemplified by Industry 4.0. Digitalisation in education has been rapidly advancing in recent years, regardless of a country's level of development, and has transformed how education is accessed and delivered. The COVID-19 pandemic has had a significant impact on higher education institutions worldwide, accelerating the use of digital tools in education. The BRICS countries face the immense challenge of maintaining their growing influence in the global order renewal, which requires bridging the educational technological gap with best practices from developed countries in line with Society 4.0. This article highlights the undeniable need for Education 4.0 in BRICS countries and the importance of striking a delicate balance between embracing technological advancement and preserving national cultural identities to promote sustainable development.

It could be said that gender is an ever-present variable when investigations of attitude towards Inclusive Education are accounted for. It could be deduced that the investigation of attitude and gender remains a relevant research activity, especially that the teacher course and the teaching career are dominated by one gender group. Thus, utilizing a reliable research tool (a = 0.90), this current empirical, cross-sectional study embarked on measuring the attitude towards IE of pre-service teachers, and determined whether gender polarization with respect to attitude exists. The study revealed intriguing results. Moreover, it was noted that if teachers would take an indifferent attitude towards IE, mainstreaming would not become as successful as it should be, and that the concept „Education for All? shall remain elusive, and nothing but a mere dream resting in the minds of those who should do better. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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.)

In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students' thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students' development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students' critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in education. The study is of positive significance for understanding the need for the future development of the cultivation of critical thinking awareness talents needed for future development through AI capabilities in education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty 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.)

The knowledge-sharing, decision-making model can not only combine the two processes but also improve the teaching quality and students' learning achievements. However, the existing knowledge-sharing, decision-making model has many shortcomings. Therefore, for this article the authors applied the computer-aided instruction (CAI) system to the knowledge-sharing decision model and compared it with the traditional knowledge-sharing decision model. They compared and analyzed the application effects of the two processes in the student education management platform, and the experimental comparison was made from the perspective of curriculum and students. When the authors used the traditional knowledge-sharing decision model, the average score of the five people in the course A exam was 78.2. After they used the knowledge-sharing decision model based on the computer-aided instruction system, the average score of the five people in the course A exam was 85.4. Obviously, the knowledge-sharing, decision-making model based on the CAI system can effectively improve students' academic performances. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

This study explored the effectiveness of screen readers on the academic life of higher education students with visual impairments, including reading, writing, access to the internet, exams, and general information for their courses. This study was designed as a qualitative study and applied a phenomenological approach in order to discuss the experiences of higher education students who use screen readers as assistive technology. One college student and six graduate students with visual impairments were interviewed in the United States. The findings revealed that higher education students with visual impairments benefitted from screen readers; however, they also noted some limitations: difficulties in accessing printed classroom materials, inaccessible digital content, and time lost due to technical issues. Students with visual impairments should be offered accessible documents such as electronic versions of classroom materials, accessible PDFs and websites, and software compatible with JAWS. Universities should provide accessibility training for lecturers who want to better serve students with visual impairments. University information technology services need to train their technical services staff about screen readers to provide 24/7 professional services for students with visual impairments. [ABSTRACT FROM AUTHOR]

Purpose. The purpose of this paper is to analyze the concept of scope of practice for occupational health nurses. Background. Occupational health nurses (OHNs) practice in different industries alone or with other nurses, providing care to employees. The demand on occupational health nurses to respond to increasing organizational healthcare needs of employees and other healthcare demands raises the question, do occupational health nurses understand their scope of practice? Occupational health nurses inadvertently practicing outside their scope may jeopardize their nursing licenses, and the safety and quality of care of employees. Method. A literature review was conducted to identify defining attributes, antecedents, and consequences for the concept of scope of practice for OHNs. Walker and Avant's eight-step framework for concept analysis was applied. Results. The defining attributes of the scope of practice for OHN include but are not limited to standards and guidelines: competency, public safety; practicing certificates; using sound judgement; regulatory restrictions, limitations of practice in occupational health settings, and type of educational qualifications. The antecedents include education, training, competency, regulation, and experience. The consequences include improved quality care when education, training, and competencies are met within the practice guidelines. Possible disciplinary actions against the nurse and employer violation of workplace safety standards may occur. Conclusion. OHNs must understand and practice within their scope of practice even when placed in situations by their employers that could defy the limits of their practice. Defining the scope of practice for OHNs will lay the framework for research studies. [ABSTRACT FROM AUTHOR]

In the current global economy, where rapid changes and constantly shifting market demands define the competitive landscape, adaptive manufacturing systems become essential for businesses striving to remain relevant and efficient. In the context of this growing need, this study focuses on planning as a part of adaptive manufacturing system. This methodology provides a systematic framework that spans from foundational groundwork to meticulous verification and validation phases. By employing advanced simulation techniques, seamless data integration, and process optimization, this methodology ensures the smooth realization of robust and efficient adaptive manufacturing systems. A detailed case study on competency islands showcases the versatility of this approach, demonstrating its efficacy in enhancing manufacturing agility and overall performance. As a significant contribution to the field of smart manufacturing, this methodology offers a structured blueprint for the realization of adaptive manufacturing systems. [ABSTRACT FROM AUTHOR]

Since the outbreak of the COVID-19 pandemic, social media are used frequently in the process of teaching and learning interaction, which not only endows learning with sociality, but also poses challenges to students' autonomous learning behavior. To identify the influencing factors of motivation regulation in blended learning environments, we need to pay more attention needs to the mechanisms and strategies that support students' long-term interests. The results revealed that social interaction and perceived playfulness are important factors affecting students' motivation regulation, and teachers' support of autonomy, emotion, and ability play a regulatory role. The results present internal and external driving forces of students' motivation regulation, which are useful for educators to understand the plasticity of motivation and the inequality of learning achievements of specific student groups. Therefore, teachers are required to play a more supportive role in the social learning environment based on game thinking and interactive design to enhance students' learning motivation. [ABSTRACT FROM AUTHOR]

The subject-matter of this paper is to perform an interdisciplinary analysis of the processes related to the growing role of forest management as an element shaping the process of sustainable regional development, from legal and pedagogical points of view. The development of legal forms of exercising supervision over the forest policy in the European Union, combined with diverse approaches to education for sustainable development, trigger the need for specific action at the level of Member States, in this case? Poland. Two specific objectives will serve this purpose. The first of these concerns legal regulations governing forest management, arising from both Polish and EU legal systems, and the second pertains to the pedagogical dimension of forest education as a component of education for sustainable regional development. The statement that legal regulations governing forest management must have a solid legal foundation, making it possible to implement the corresponding educational components, was adopted as a research hypothesis. The analysis of the research area thus identified requires a brief legal and pedagogical analysis, which will result in concrete solution proposals. [ABSTRACT FROM AUTHOR]

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

Over the last decade, the importance that Society has attributed to sustainability has grown exponentially – to the point of becoming one of its main concerns. The scientific community, albeit with differing opinions regarding the foreseeable evolution of possible scenarios, unanimously agrees that a rapid, joint, global and coordinated response must be acted upon in order to reverse the current situation. The research work that is presented here focusses specifically on identifying the necessary changes to be implemented both in universities and business schools (BSs), in order to significantly contribute to moving society towards a more sustainable scenario. Although this research work was on the Spanish market, it seems that most of the conclusions could be applicable to other countries. A combination of techniques, both quantitative (questionnaires and data analysis of reports, webs, etc.) and qualitative (focus groups, interviews, etc) has been applied to obtain important conclusions, among which the following should be highlighted: specific education programmes should be introduced for business schools and university lecturers; key programmes such as MBAs should include a number of sustainability-specific subjects, and these moves should be implemented as a mid- to long-term strategy policy. [ABSTRACT FROM AUTHOR]

Abstract Distance learning is not a novel concept. Education or learning conducted online is a form of distance education. Online learning presents a convenient alternative to traditional learning. Numerous researchers have investigated the usage of online education in educational institutions and across nations. A set of essentials for effective online learning are elaborated in this study to ensure stakeholders would not get demotivated in the online learning process. Also, the study lists a set of factors that motivate students and other stakeholders to engage in online learning with enthusiasm and work towards online learning.

It could be said that gender is an ever-present variable when investigations of attitude towards Inclusive Education are accounted for. It could be deduced that the investigation of attitude and gender remains a relevant research activity, especially that the teacher course and the teaching career are dominated by one gender group. Thus, utilizing a reliable research tool ([alpha] = 0.90), this current empirical, cross-sectional study embarked on measuring the attitude towards IE of pre-service teachers, and determined whether gender polarization with respect to attitude exists. The study revealed intriguing results. Moreover, it was noted that if teachers would take an indifferent attitude towards IE, mainstreaming would not become as successful as it should be, and that the concept 'Education for All' shall remain elusive , and nothing but a mere dream resting in the minds of those who should do better.

Poor regional spatial planning makes the lack of water catchment functions and green open spaces result in environmental problems, particularly in Pekanbaru City, Indonesia. The solution is to utilise the potential of the Siak River and its historical heritage through waterfront city (WFC) management. Structuring a WFC based on a low-carbon concept can solve environmental problems by significantly reducing carbon emissions. This study aims to inventory, map, and evaluate the condition of the existing landscape, analyse public perceptions, and develop recommendations for a WFC with a low-carbon landscape concept. The methods used are historic urban landscape analysis, spatial analysis with land evaluation, community perception, and the preparation of recommendations. The results showed that the management of historical and cultural heritage is still poor. Based on the evaluation of land suitability, the WFC area has the potential to develop tourism, settlement, conservation, and pond areas with varying degrees of suitability according to the function of the area and several limiting factors. Through public perception, the level of enthusiasm of respondents is very high for applying the low-carbon landscape concept. Recommendations are made with the 15-Minute City Strategy through zoning and management programmes, namely tourism, mixed-use, conservation, and cultural preservation. [ABSTRACT FROM AUTHOR]

Copyright of Educação em Revista is the property of Educacao em Revista 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 DAYAH: Journal of Islamic Education is the property of DAYAH: Journal of Islamic 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 İnsan ve İsan is the property of Okur Yazar Dernegi 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.)

The purpose of this study is to summarize the essence of Zoltán Kodály's music education philosophy and concept and to shed light on the presence of this music education concept in domestic and foreign music education in the 21st century. In the study, I present how music education based on Kodály's principles has been adapted in the USA, Great Britain, Ireland, Scotland, Greece, Netherlands, Australia, Japan, and China and how it flourishes even in the 21st century. [ABSTRACT FROM AUTHOR]