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Objective Background Methods Results Conclusion The objective of this pilot study was to assess physical therapists’ (PTs) knowledge and needs regarding headache diagnosis and management.While there is significant research on physical therapy and cervicogenic headache, studies suggest that migraine is often under‐recognized, misdiagnosed, and inadequately treated across society despite its high prevalence and burden. Because migraine commonly includes concurrent neck pain and/or vestibular symptoms, patients with migraine may present to PTs for treatment. Very little is known about PTs' headache and migraine education, knowledge, and clinical practices.A team of headache specialists and PTs adapted a previously used headache knowledge and needs assessment survey to help ascertain PTs' knowledge and needs regarding headache treatment. The cross‐sectional survey was distributed online via Research Electronic Data Capture (REDCap) to PTs within a large healthcare system in Connecticut.An estimated 50.5% (101/200) of PTs invited to complete the survey did so. Only 37.6% (38/101) of respondents reported receiving any formal headache or migraine education in their professional training, leading to knowledge gaps in differentiating and responding to headache subtypes. Only 45.5% (46/101) were able to identify that migraine is characterized by greater pain intensity than tension‐type headache, and 22.8% (23/101) reported not knowing the duration of untreated migraine. When asked about the aspects of care they believe their patients with headache would like to see improved, PTs reported education around prevention and appropriate medication use (61/100 [61.0%]), provider awareness of the degree of disability associated with migraine (51/100 [51.0%]), and diagnostics (47/100 [47.0%]).This sample of PTs from one healthcare system demonstrates knowledge gaps and variations in clinical practice for managing their patients with headache. Future research on integrating additional opportunities for headache education for physical therapists, including evidence‐based behavioral therapies, is needed to ascertain whether it is likely to improve patient care. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the perceptions and attitudes of Canadian undergraduate students in health-related fields of study regarding the sexuality of disabled people. More specifically, we examine what is being taught to undergraduate students regarding the sexuality of disabled people, the sources of information that students rely upon to learn about this topic, and the current attitudes that these students hold. A modified version of the Attitudes to Sexuality Questionnaire was completed by 156 healthcare students from 30 different Canadian post-secondary institutions. Data analysis revealed that participants generally held non-restrictive views about parenting, sexual rights, non-reproductive sexual behavior, and sexual self-control of people with disabilities; however, over half of the participants noted that their post-secondary curriculum did not provide them with enough information regarding disability and sexuality. The results of this study speak to the need for more information about the sexuality of disabled people in healthcare education curricula. [ABSTRACT FROM AUTHOR]

Abstract This paper aims to contribute knowledge about the influences of leaders’ perceptions of digitalisation on arrangements for leading the expansion of access to and application of digital technologies in K–12 education. Supporting the digitalisation of K–12 education requires digital competence. School organisers’ and school leaders’ digital competence and perceptions of digitalisation contribute to how digital technologies are employed in schools. Survey and participant observations were used to investigate leaders’ perceptions of digitalisation in K–12 education. The data were analysed using thematic analysis and theory of practice architecture. The results show that perceptions of digitalisation in K–12 education influence arrangements by allowing opportunities for enhanced quality in teaching and equality within and among schools. Further, collaborations between leaders, sharing ideas and experiences, and enhancing leadership are elements that contribute to the shaping of leaders’ perceptions of digitalisation in schools. This paper contributes to the knowledge of leaders’ perceptions of expanding the access to and application of digital technologies in schools.

This systematic review focused on higher education teachers’ and students’ perceptions and practices of written feedback, as well as their relationships and differences in English as a foreign/second language and academic writing. This study aimed to identify empirical studies, describe their characteristics, summarize the findings, and make recommendations for future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was used. Electronic searches produced 2,398 references, of which 30 articles met the inclusion criteria. Studies primarily focused on students’ perceptions, with few concentrating on students’ and teachers’ reported practices and the relationships between their perceptions and practices. This review suggests that future research should focus on multiple comparisons between teachers’ and students’ perceptions and practices of written feedback.

The aim of this study is to analyse the perception of students and university teachers on the level of importance of generic competences when devising the End-of-Degree Project in Teacher Education, as well as on the amount of training the students receive regarding these competences. It also looks for possible differences between both groups and both ratings. An online survey was applied to a sample of 52 university teachers and 199 fourth year and graduate students of Primary/Preschool Teacher Degree courses. Participants were asked to rate 33 generic competences of an instrumental, interpersonal and systemic nature. It was found that the students thought they had received less training regarding many of the competences, as compared to the perception of university teachers. In addition, importance score was significantly higher than those related to training for both students and university teachers. These results highlight the need to explicitly address and assess the development of generic competences across all subjects in ways that meet the students’ needs.

The purpose of this study is to explore the perceptions of college students towards digital competences and how they evaluate their needs for competence in learning and using English as a foreign language (EFL). The participants are 20 students (10 males and 10 females) learning EFL at the school of foreign languages of a private university in İstanbul, Türkiye. Data were collected via a socio-demographic questionnaire and semi-structured interviews. For the analyses of the qualitative data, codes, and themes were determined and organized according to the inductive thematic analysis approach, for which Braun and Clarke’s (2006) six-step procedure was followed. The results revealed themes of skills for digitalization, ownership of digital tools, positive attitudes towards digital competences in language education, needs relating to language use and learning: assessment, communication, interaction, resources, information, lessons and teachers, and finally, differences between before and after distance education in terms of digital competences. Compared with the present literature, tertiary level EFL learners have positive views of digital competences that cover widely accepted definitions and perceive their own digital competence levels as sufficient, teachers are perceived as having more digital competence than students. Digital competences are widely used in lessons, extracurricular activities, and assessment-evaluation processes, even though school curricula do not sufficiently prioritise them. They also believe that they need similar digital competences in foreign language education, parallel to literature. Although it has been shown that the school gives students enough opportunity to enhance their digital competences, there are still several suggestions made by the participants to advance their academic and professional goals. Furthermore, it is thought that national higher education policies do not place enough emphasis on this issue. In conclusion, digital competences should be prioritised, according to suggestions made by national policymakers, institution administrators, and university instructors as well as students.

Many EFL learners believe writing is a hard skill to master. Project-based learning is argued to be an effective solution to the problem. This study is aimed to look at the effect of Project-based learning (PJBL) on English writing skill for Indonesian EFL learners and their perceptions of PJBL. A mixed-method approach was implemented in this study. A pair sample t-test was used in analyzing the quantitative data of the written test while the descriptive-qualitative technique was applied in analyzing the data of the interview. Participants are thirty-nine tertiary students from Universitas Tidar. From the study, Indonesian EFL learners believe project-based learning influenced their writing skill in many ways. The result of this study is that there was a significant difference in project-based learning on English writing skill in pre and post-test for EFL learners which favor the improvement in grammar, vocabulary, organization, and content writing of the text. Project-based learning enhances the learners in linguistics aspects such as vocabulary knowledge, grammatical conventions, and punctuation. Besides, it also enhanced the learners' critical and creative thinking in the process of writing. In addition, project-based learning also motivated the learners to write as they were habituated to the independent learning situations that demand them to follow through all the processes accordingly: not to be left behind. Further studies are suggested to gain a deeper and broader comprehension of project-based learning's effect on student's writing skill.

Teachers have positive perceptions about the implementation of the Minimum Competency Assessment (MCA) and reading literacy. However, mathematics teachers also need to have a perception of students' numeracy skills that are assessed using the MCA instrument. Teachers experience various challenges and difficulties in improving learning to strengthen numeracy. This study aims to describe teachers' perceptions of students' numeracy competencies measured using MCA and to identify efforts made by teachers to strengthen students' numeracy competencies. This type of research is descriptive research with a qualitative approach. The results of this study indicate that teachers' perceptions of students' numeracy competence measured using the MCA instrument are positive (agree) so that teachers can make appropriate efforts in improving the quality of learning and strengthening numeracy. The efforts that teachers can make are looking for information on achievement results, reading report card data, identifying the root of the problem, and fixing the problem. Positive teacher perceptions encourage teachers to make appropriate efforts in strengthening students' numeracy competencies and support schools to develop data-based programs. Guru memiliki persepsi positif tentang pelaksanaan Asesmen Kompetensi Minimum (MCA) dan literasi membaca. Namun, guru matematika juga perlu memiliki persepsi tentang kemampuan numerasi siswa yang dinilai menggunakan instrumen MCA. Guru mengalami berbagai tantangan dan kesulitan dalam memperbaiki pembelajaran untuk menguatkan numerasi. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru tentang kompetensi numerasi siswa yang diukur menggunakan MCA dan untuk mengidentifikasi upaya yang dilakukan oleh guru sebagai penguatan kompetensi numerasi siswa. Jenis penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Hasil penelitian ini menunjukkan bahwa persepsi guru tentang kompetensi numerasi siswa yang diukur menggunakan instrumen MCA adalah positif (setuju) sehingga guru dapat melakukan upaya yang tepat dalam memperbaiki kualitas pembelajaran dan melakukan penguatan numerasi. Adapun upaya yang guru dapat lakukan adalah mencari informasi hasil capaian, membaca data rapor pendidikan, mengidentifikasi akar permasalahan, dan membenahi masalah. Persepsi guru yang positif mendorong guru agar dapat melakukan upaya yang tepat dalam menguatkan kompetensi numerasi siswa dan mendukung sekolah menyusun program berdasarkan data.

Purpose: Item analysis of multiple‐choice questions (MCQs) is an essential tool for identifying items that can be stored, revised, or discarded to build a quality MCQ bank. This study analyzed MCQs based on item analysis to develop a pool of valid and reliable items and investigate stakeholders' perceptions regarding MCQs in a written summative assessment (WSA) based on this item analysis. Methods: In this descriptive study, 55 questions each from 2016 to 2019 of WSA in preclinical removable prosthodontics for fourth‐year undergraduate dentistry students were analyzed for item analysis. Items were categorized according to their difficulty index (DIF I) and discrimination index (DI). Students (2021–2022) were assessed using this question bank. Students' perceptions of and feedback from faculty members concerning this assessment were collected using a questionnaire with a five‐point Likert scale. Results: Of 220 items when both indices (DIF I and DI) were combined, 144 (65.5%) were retained in the question bank, 66 (30%) required revision before incorporation into the question bank, and only 10 (4.5%) were discarded. The mean DIF I and DI values were 69% (standard deviation [Std.Dev] = 19) and 0.22 (Std.Dev = 0.16), respectively, for 220 MCQs. The mean scores from the questionnaire for students and feedback from faculty members ranged from 3.50 to 4.04 and from 4 to 5, respectively, indicating that stakeholders tended to agree and strongly agree, respectively, with the proposed statements. Conclusion: This study assisted the prosthodontics department in creating a set of prevalidated questions with known difficulty and discrimination capacity. [ABSTRACT FROM AUTHOR]

This study sought to evaluate the perceptions of pressure injury (PI) management staff regarding skin failure (SF). Additionally, an analysis of influencing factors based on the collected data was conducted to establish a foundation for targeted SF training. A descriptive, cross‐sectional survey was undertaken in October–November 2023, utilising a convenience sampling method involving selected management staff of PI from 16 provinces in China. A total of 501 nursing participants were included, exhibiting an overall perception level that was moderately low. Although the majority were aware of the possibility of SF (n = 417, 83.23%), only 60% reported an understanding of the fundamentals of SF, with the lowest level of comprehension observed in differentiating between SF and PI (n = 212, 42.31%). Overall attitudes were generally positive. Regarding behaviour, active learning was more prevalent (n = 340, 67.86%), but training is less (n = 287, 57.29%). Family education (n = 401, 80.04%) and nursing record monitoring (n = 426, 85.03%) demonstrated better behaviour. Further analysis revealed that training (t = 13.937, p < 0.001) and professional title (F = 4.681, p = 0.010) had a significant effect on participants' perceptions. These findings underscore that there remains a substantial lack of perception about SF amongst participants. Overall, participants exhibited a positive attitude towards SF, highlighting the need for future improvements in SF training. [ABSTRACT FROM AUTHOR]

Background: Alcohol use disorder (AUD), the problematic consumption of alcohol, affects 107 million people worldwide. Individuals with AUD experience high morbidity and increased mortality. Nurses practicing in acute care are ideally positioned to deliver quality interventions to patients with AUD, including screening and brief intervention; formal training and assessment of baseline knowledge, attitudes, and perceptions are necessary. Aims and Objectives: The aim of this study was to explore the knowledge, attitudes, and perceptions of acute care nurses caring for patients with AUD. Design: This study used a cross-sectional survey design. Methods: The Survey of Attitudes and Perceptions was completed by 93 nurses working in six acute care centers (seven medicine units) across Alberta. Data were analyzed using descriptive and inferential statistics. Results: Few participants reported receiving any prior structured training on AUD, with the majority reporting limited knowledge of alcohol and the effects of alcohol consumption. Although most participants said that caring for patients with AUD was a part of their professional role, few felt satisfied or motivated to work with this group of patients. Responses to individual questions or subdomains of the survey did not significantly differ by length of time in professional role, employment status, or sex. Conclusion: Our results indicate that nurses need to learn more about caring for patients with AUD. Developing tailored educational interventions that are mindful of the importance of knowledge, support, satisfaction, and motivation is necessary to improve the quality of care for patients with AUD. [ABSTRACT FROM AUTHOR]

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences, sparking debates regarding the effectiveness of indigenous languages in teaching and learning. This study aimed to explore stakeholders' perceptions regarding the use of Tshivenḓa scientific language for the concept of electricity. Utilizing qualitative interpretative case study methodology, the researcher conducted interviews with two grade 10 teachers, three parents, and two groups of grade 10 learners from selected schools to investigate their views on using Tshivenḓa scientific language register to teach physical sciences. The findings indicate that stakeholders view the adoption of scientific language registers in Tshivenḓa as a positive initiative. They believe it will provide learners who struggle to understand physical sciences when taught in English with an opportunity to learn effectively in a language they are familiar with. Therefore, the study recommends expanding the development of scientific registers in Tshivenḓa to cover other topics in physical sciences.

The increased significance of artificial intelligence (AI) and the possibilities to implement it in higher education can be identified in contemporary conditions. At the same time, one cannot neglect the importance of student perceptions regarding it, since they represent the final users of educational services. Therefore, the focus of this study was on the implementation of the already developed Student Conceptions of AI in Education Scale (SCAIES) instrument on a sample of Serbian students. It is the first implementation of that eight-factor instrument modelled as a reflective-formative hierarchical construct which can be considered as its main contribution from the theoretical aspect. Thus, all eight factors positively and significantly formed the use of AI in education (UAIEd) from students' perspective, whereas the largest contribution could be attributed to factors arising from weaknesses of traditional education, i.e. sentiment analysis in education, personalised learning and student performance prediction. On the other hand, the lowest contribution could be attributed to factors that could be related to privacy concerns about AI use and the domain of control, concretely, classroom monitoring and visual analysis, and students' grade and evaluation. Some general recommendations for higher education institutions were also provided.

Farmers globally face significant occupational stressors and are reported to experience high levels of depression, anxiety, burnout, suicide ideation, and suicide. While the impacts of high stress and poor mental health have been well-studied in the general population, and to some extent, in specific occupations, the impacts on farmers are understudied. The objective here was to explore the lived experience of high stress and (or) poor mental health in Canadian farmers, including the perceived impacts. Using a phenomenological approach within a constructivist paradigm, we conducted 75 one-on-one research interviews with farmers and people who work closely with farmers, in Ontario, Canada, between July 2017 and May 2018. We analysed the data via thematic analyses and identified four major themes. Participants described myriad negative impacts of farmers’ high stress and (or) poor mental health: (1) personally, (2) interpersonally, and (3) cognitively, which ultimately negatively impacted them (4) professionally, including consequences for productivity, animals, and farm success. The data described far-reaching, interconnected impacts of high stress and poor mental health on participants, the people and animals in their lives, and most aspects of their farming operations, financial viability, and success. Farmer stress, mental health, and well-being are important considerations in promoting sustainable, successful agriculture.

Artificial Intelligence (AI) is creating both opportunities and challenges in higher education. This article explores perceptions, concerns, barriers, and facilitators for integrating AI into academic activities. It focuses on a public university in Northern Peru, examining faculty opinions through interviews and focus groups. The findings show that faculty find generating texts and organizing activities with AI advantageous; however, some have concerns about its use, doubting its accuracy and truthfulness. They agree on discussing these changes and integrating them into the curriculum, seeking to overcome barriers through training to improve the perception and use of AI. Despite the potential and strong support of AI in the university, it is necessary to implement institutional measures. [ABSTRACT FROM AUTHOR]

Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths' perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions. [ABSTRACT FROM AUTHOR]

Introduction: Preoperative education is an essential nursing task that can be affected by the nurses' perception. Patients may be receiving insufficient vital information before surgery. However, the essential information that should be provided to patients undergoing surgery is not fully addressed. Objective: To assess the essential elements of preoperative information as perceived by the surgical nurses. Methods: This was a cross-sectional study. A convenience sample of 224 registered nurses who were working at surgical units was recruited from two hospitals. A preoperative teaching questionnaire was used. Results: Details about the operation (4.39 ± 0.61) and preoperative preparation (4.36 ± 0.61) were the most important domains of preoperative education as perceived by nurses. The results show significant differences between the perceived and actual preoperative educational practice across all domains except the preoperative preparation. Conclusions: The delivery of preoperative education could be affected by nurses' perceptions. Efforts to facilitate the implementation of effective education as perceived by nurses should be conducted by minimizing potential barriers. [ABSTRACT FROM AUTHOR]

Critical thinking (CT) is an essential life skill that needs to be instilled in young minds during their education years. This study explored pre-service English teachers' perceptions of the barriers to promoting CT skills in Saudi classrooms and investigated potential solutions to these perceived barriers. The study used a qualitative research design. Data were collected by conducting semi-structured interviews with 25 female pre-service English teachers. The issues that emerged as barriers to the promotion and development of CT skills in classrooms related to the personality of students, teaching methods, and the culture of criticism. The study proposes measures to enhance the development of CT skills in the classroom, including modifications to the teaching methods courses that are offered in pre-service English programs and the changing of perceptions toward CT skills. [ABSTRACT FROM AUTHOR]

In today’s world, high-quality translated tourism promotional materials (TPMs) play a leading role in developing business sectors in general and the tourism sector in particular because TPMs are the most often used forms of media targeting actual tourists and other audiences. This study explored the perceptions of novice and experienced translators about the role of high-quality translated TPMs in promoting the tourism industry in Saudi Arabia. Fifty novice and experienced translators in Saudi Arabia participated in this study. Data gathering comprised quantitative data. The findings of the study revealed that a lot of participants (57.00%) had positive perceptions toward the role played by high-quality translated TPMs in promoting the tourism industry in Saudi Arabia. The findings also demonstrated that many of the respondents (60.85%) perceive that the main challenge in the translation of TPMs is culture-specific items that may be comparatively prevalent to the native population but unfamiliar to people outside that certain community.

This study aims to develop an instrument to measure Sharia students’ perception of the Khilafah. The research applied the ADDIE development research approach. The activity began with reviewing Taqiyuddin An-Nabhani’s books and articles about Khilafah to get the instrument construct (analysis). The next stage was to compile the grid and assemble the instrument items (design). The items of the assembled instrument were then assessed by 11 experts (development). The validated Instruments were then carried out with limi­ted and expanded trials. The limited trial was conducted on 26 students at Universitas Islam Negeri (UIN) Salatiga, and the expanded trial was conducted on 227 Sharia stu­dents from Institut Islam Mamba’ul ‘Ulum (IIM) Surakarta, UIN Raden Mas Said, and UIN Salatiga. The experimental data were analyzed with CFA. The results indicate that the instrument construct consisted of seven aspects of measurement encompassing the essence, the function, the establishment, the power and sovereignty, the form of state and government, the Khilafah government system, and the constitution for non-Muslims. The measurement model meets eight model fit criteria, including AGFI = 0.84 ( 0.8), chi-square/df = 1.459 ( 2), RMR = 0.054 (≤ 0.1), SRMR = 0.056 (≤ 0.1), RMSEA = 0.045 ( 0.08), NFI = 0.95 (≥ 0.9), NNFI = 0.98 (≥ 0.9), CFI = 0.98 (≥ 0.9), IFI = 0.98 (≥ 0.9). The instrument also has a good guarantee of validity and reliability. This is indicated by the loading factor value of each indicator above 0.4 and the composite reliability value of 0.95 ( 0.7) so that the instrument can be used for further measure­ments.

The aim of the present study is to investigate the perceptions of prep-class students regarding online education along with English instructors, English language and their future life. Hermeneutic phenomenology method was employed and metaphors were used as a data collection tool to gather information from 80 prep-class students selected through convenience sampling method. The findings indicated that more than half of the participants (52.5%) have a negative attitude towards online education. A considerable number of students (73.7%) have a quite positive perception of English instructors. “Universal language, new world, new people” are among the most preferred metaphors for the participants’ perceptions of English language. Moreover, 66.3% of the students are pessimistic about their future life. Hence, students are not in favor of online education although it is flexible and comfortable, which implies that online education should be a secondary option only when face-to-face education is impossible to implement.

Although civil rights have been a major part of United States history, it is often taught within a limited scope in elementary classrooms. As preservice elementary teachers have the potential to build the foundation of youth’s participatory citizenship, this study aimed to investigate elementary preservice teachers’ perceptions, attitudes, experiences, and background knowledge about civil rights in order to gain insight as to how they understand the content and teaching of civil rights. The findings indicate that while preservice teachers primarily and appropriately viewed civil rights as a matter of equality for all citizens, a majority of participants were unable to recognize significant figures other than those that textbooks commonly mention as contributing to the advocacy of civil rights. Moreover, the data suggested that the topic of civil rights should mainly be taught during middle school – or even later during college. As the study revealed that elementary preservice teachers entering their education program methods courses have contradicting ideas about learning and teaching the topic of civil rights, suggested activities and strategies are offered for preservice teachers to better understand civil rights and create lessons that reflect the diversity in their classroom.

The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students’ attitudes to this phenomenon with the purpose of acquiring relevant information “firsthand”. The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents’ answers as regards the year of study, p

The purpose of this research was to investigate the challenges that are associated with using student-centred teaching strategies in the classroom. This study focused on history education at Sebeta town government secondary schools. The aim was to investigate the challenges that teachers encounter when applying student-centred teaching strategies in history education at Sebeta town government secondary schools. Student-centered learning is a teaching strategy that involves students actively in the teaching and learning process, but the concept yet poorly understood. Different determinant factors might have an impact on student-centered learning. Interviews, classroom observations, and document analysis were used to collect data for this study, which was then presented, analyzed, and interpreted in accordance with the study's objectives. The outcomes of this study indicated that the implementation of a student-centered learning technique in history instruction at Sebeta town government secondary school is not appropriate. The findings also revealed that factors influencing student-centered teaching method implementation included a large number of students in a classroom, traditional classroom seating arrangements, insufficient teaching materials, a lack of time allocated for history education subject, and teachers' perceptions of the use of student-centered teaching strategies. It was recommended that concerned bodies work on improving teachers' awareness through training, fulfilling learning materials, revisiting the time allocated for each subject, continuing training for teachers on how to implement the student-centred method, and balancing the number of students in a classroom in order to apply the student-centred method in history education class.

This study aims to analyze the implementation of "Kampus Mengajar" to increase the academic community's participation and to find out the perceptions of students of Prof. Dr. Hamka Muhammadiyah University. This research method used an exploratory survey with a qualitative approach with respondents of Teaching Campus Students of Universitas Muhammadiyah Prof. Dr. Hamka Batch 4 and 5. The instrument used was a questionnaire distributed using Google Forms. The research data analysis technique was interactive analysis, which includes data reduction, data presentation, verification, and data validity checks. The validity of this research data used triangulation. The results of this study indicated that the MBKM program, especially the Teaching Campus of Muhammadiyah Prof. Dr. Hamka University, was well implemented from socialization to assessment. However, there were still differences of opinion regarding the conversion of SKS by students based on the perceptions of Muhammadiyah Prof. Dr. Hamka University students; several opinions and data were obtained regarding the policies felt by students.

Gender disparity is an enduring problem in engineering and construction (EC) areas. The main purpose of this study was to explore the perceptions of female students in EC programs in the US toward factors impacting their situations and investigate barriers to their academic and professional paths. A quantitative research method was used to measure the perception of participants. In the first phase of this project 369 students participated in a paper-based survey. The results emphasized the effect of role models, by engineering students. The results also highlighted several similarities and differences between male and female students in regard to factors impacting the selection of major and career, such as career characteristics, familiarity with the industry, expected growth, and discrimination that facilitate or impede women's presence in educational and professional positions. [ABSTRACT FROM AUTHOR]

Introduction. New Zealand pharmacists must complete a joint prescribing course offered by Otago and Auckland universities only, to be qualified as pharmacist prescribers. Aim. To identify knowledge and perceptions of New Zealand registered pharmacists, who are not pharmacist prescribers, on: pharmacist prescribing roles, courses and perceived barriers and facilitators to course uptake. Methods. Participants comprised registered practising New Zealand pharmacists (n = 4025), across all New Zealand regions. Invitations to participate in a questionnaire survey were sent in March 2021. Data were analysed using thematic analysis and descriptive statistics. Results. The response rate was 12% (482/4025), with 94% community pharmacists. Almost twothirds (65%) had over 10 years of working experience. Nearly all (95%) agreed that pharmacist prescribing would improve healthcare delivery in New Zealand. Most reported that barriers to pharmacist prescribing course uptake were funding, lack of institutional support, up-to-date pharmacological/pharmaceutical knowledge, and 2 years of experience in collaborative health team prerequisites for enrolment, finding medical supervisors, and lack of remuneration for prescribing roles. Discussion. Pharmacist prescribing in New Zealand is still in its growing phase. Optimising uptake of prescribing courses and role requires a multi-level approach including all stakeholders. Government/policymakers should consider pharmacist prescribing training and remuneration in their funding plans. Employing institutions should provide required time and human resources (staff backfills). Training providers should consider methods of course delivery and assessment that are suitable for trainees in full-time employment. [ABSTRACT FROM AUTHOR]

Background: While much is known about aspects of the practice environment and its influence on staff outcomes and quality of education, less is known about creating positive practice environments in public nursing education institutions, especially in developing countries. Aim: To describe the perceptions of the personnel of a public nursing education institution identified as having the most positive practice environment and nurse educator outcomes. Design: A qualitative descriptive research design was used. Methods: All-inclusive voluntary sampling was applied at one public nursing education institution in the Gauteng Province with the principal, vice-principal, heads of departments (N = 11; n = 6), nurse educators (N = 93; n = 17), and administrative staff (N = 42; n = 11). Semi-structured individual and focus group interviews were conducted and inductive thematic analysis was used. Data was collected from November 2019 until March 2020. Results: Personnel indicated interpersonal relationships, effective communication and enhancing team dynamics as the main theme of the study, with seven specific sub-themes as raised by managers, nurse educators and administrative staff. Conclusion: Interpersonal relationships, communication and enhancing team dynamics is the main drive for a positive practice environment. The most significant responsibility in creating such an environment is the managers' ability to lead and support personnel. In addition to intentionally fostering collegial and collaborative relationships, managers need to be approachable. In addition to upholding fundamental human rights values and fostering active participation in decision-making, managers should exercise sensitive leadership. and encourage staff wellness support measures. Twitter abstract: Interpersonal relationships, effective communication and enhancing team dynamics are the most crucial tactics for promoting positive practice environments at public nursing education institutions in a province of South Africa.

The COVID-19 pandemic obliged Argentina to adopt distance learning to continue university classes during 2020. In this article, a study is presented on the perceptions and perspectives of the faculty in the School of Education Sciences of the Universidad Nacional de Entre Ríos regarding this emergency educational virtualization. The methodology regards a case study. For the collection of information, a virtual survey was used that led to a qualitative and quantitative analysis of the responses. A statistical analysis of language patterns was implemented through the program Linguistic Inquiry and Word Count in order to examine affective, cognitive, and social processes linked to the use of technologies during the pandemic. The results indicate that, whereas the faculty had available technologies, abilities to use them, and an appropriate institutional environment, in that moment emerging difficulties manifested related to the conditions of livability and the possibilities of spatial-temporal organization for carrying out telework. It is concluded that extracognitive factors, such as domestic conditions and perceptions of virtuality in teaching, are two unavoidable aspects for moving towards modalities with a higher degree of mediatization during the post-pandemic period.

This study investigated how mathematics teachers at Ozamiz City School of Arts and Trades perceived the implementation of limited face-to-face classes. The researcher purposively identified ten (10) secondary mathematics teachers, parents, and students who have participated in the implementation of limited face-to-face classes. A semi-structured interview was utilized to interview the Mathematics teachers, parents, and students at OCSAT. All online and offline interviews were recorded and verified because the researcher sought to capture the data precisely and comprehensively. Using Merriam Case Study Model, particularly a three-component triangulation, the outcome is supported by the feedback from parents and students to have an authenticity of results from the main respondents. This model helps identify the perceptions, challenges encountered, coping strategies, and suggestions and recommendations by the mathematics teachers in implementing limited face-to-face classes. Results showed that mathematics teachers acquire a sense of positivity because, with almost two (2) years of modular distance learning, teachers become excited to teach again. However, disadvantages occur using this modality that make teachers drained physically and mentally. With inconsistent findings using dissonance theory, the need to resume full in-person instruction was concluded.

Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.

The study examined the effects of sports betting on the moral behaviour of students in Colleges of Education in Ghana. A descriptive research design was adopted for the study. Using the multi-stage technique involving proportionate and simple random sampling procedures, three hundred and two (302) students from five colleges of Education in Ghana. Questionnaires were the instruments used in collecting data for the study. The data was analysed through the computation of frequency counts, and percentages, as well as means and standard deviations. The study demonstrated that students had a positive perception of the effects of sports betting on their moral behaviours. They believed that sports betting was not immoral, that it might be profitable and that it was only beneficial to those who understood how it worked. The students were unsure as to whether sports betting was against their religious beliefs or if it was only for slothful people who did not want to work. Despite these, the students mentioned that sports betting can be addictive; it is a very risky business, and people despise those that bet. Thus the study concluded that even though sports betting appears lucrative, it is addictive and can cause more harm than good. It recommended the necessity of Guidance and Counselling Units on Colleges of Education campuses running programs to inform students about exaggerated claims about the advantages of sports betting and the negative effects of sports betting. This study contributes to the body of knowledge on the phenomena of sports betting by presenting a contextual view of the activity, particularly among young Ghanaian college students.

Abstract Background Nursing students enter nursing programs with idealistic perceptions of what it is to be a nurse. Upon graduation, many find these perceptions mismatched with the actual nurse’s role. This can lead to discontentment in their chosen career. These issues highlight the importance of nursing students developing an understanding of the nurse’s role during their undergraduate nursing education. One way to accomplish this is to assess perceptions and address them accordingly during the nursing program. Survey tools assessing perceptions of nursing exist but lack contemporary and multicultural foci. Aim To develop a feasible, valid, and reliable survey tool to identify nursing students’ perceptions of being a nurse. Design/Methods In Phase 1, a literature review and Nominal Group Technique meetings were used to generate primary survey items. Phase 2 included a pre-pilot and online pilot testing of the Perceptions of being a Registered Nurse (PRN) survey tool with 797 nursing students across all year levels at three Australian Universities. Results The 34-item PRN survey tool uses a five-point Likert scale to measure nursing students’ perceptions of nursing, including factors influencing a nurse’s well-being, attributes and qualities of nurses, the role of the nurse, and nursing professionalism. The Item-Content validity index was high (> 0.78), and the inter-item correlation validity was identified by Pearson’s product-moment coefficient of r = .712. Internal reliability was confirmed with a Cronbach’s alpha = 0.83. Based upon the participation completion rate, the survey tool was deemed applicable and feasible. The majority of respondents believed that nurses have altruistic attributes; however, perceptions of nursing varied significantly when rating factors influencing the physical, emotional, and social well-being of a nurse. In later stages of training, respondents were more likely to agree that nursing is physically and emotionally demanding and that nurses experience social isolation due to shift work, finding it difficult to achieve a work-life balance. Conclusions The PRN survey tool was found to be valid, reliable, and feasible. Future use and outcomes from PRN assessments may lead to changes to nursing curricula that enhance nursing students’ perceptions of nursing.

Social media and digital marketing are increasingly being used as a strategic tool for increasing brand awareness and running marketing campaigns. Moving away from the era of traditional or mass media, marketers can track brand competitors and have more measurable campaign results by using social media and digital marketing. Consumer behavior require businesses to craft marketing tactics in this social media driven era. This study seeks to examine how social media affects consumer views toward social media marketing and how they behave when making purchases. A survey was administered to 122 participants at Davao City looking at the perspective of the respondents toward social media marketing. The results of the study showed that social media marketing has the potential to drive the revenue of businesses. Moreover, the conduct of the study was able to identify that customers perception towards social media marketing factors has a significant effect in their purchases.

In 2021, China implemented a series of unprecedented educational policies that sent devastating shockwaves across the industry. Following the changes, some foreign teachers felt that the general atmosphere and attitude towards English learning had noticeably deteriorated compared to previous years. The capricious political climate exacerbated by the COVID pandemic only added to the insecurities experienced by foreigners in China. To address if there was indeed a downward shift in attitudes, this study compared perceptions towards the English language before and after the reforms for a single cohort of students in a Chinese public high school. The participants completed a questionnaire that captured their perceptions towards English when they were in their first year, and again in their final year. Paired sample t-Tests results revealed that while there were no changes to how the students viewed the language learning process, they now viewed the language itself less favourably, and find it less useful and relevant as compared to two years ago. Though these findings provide some rudimentary evidence that suggest that the reforms could have contributed to the erosion of the attitudes toward English among Chinese students, more studies would have to be conducted to substantiate this hypothesis, and if the phenomenon extend to other foreign languages as well.

This article sets out to explore the prospects of integrating soft skills in Moroccan higher education, with particular emphasis on Mohammed I University. Once Morocco expressed its desire to adopt a soft-skill-based system in 2021, scholars have underscored the benefits of equipping university students with the necessary skills for their employability. This study is part of this growing attention to the Moroccan experience. Building on the perceptions of twenty English language teachers and twenty public sector employees who graduated from Mohammed I university, it investigates the following queries: Do soft skills play a key role in the professional life of those university graduates? Which soft skills should be more emphasized in higher education? And how can they be integrated in the university curriculum? Results suggest that while the two groups of participants had different views about which soft skills to be more emphasized, both agree that extra-curricular activities and ongoing professor training are key to their integration in higher education provided that due attention is given to social interaction. This study can bring new insights into the real needs of the Moroccan job market. L’integrazione di soft skills nell’Istruzione Superiore: investigare la percezione di 40 lavoratori marocchini. Questo articolo si propone di esplorare le prospettive di integrazione delle soft skills nell‘istruzione superiore marocchina, con un focus sull‘Università Mohammed I. Dopo che il Marocco ha espresso il desiderio di adottare un sistema basato sulle soft skills nel 2021, studiosi hanno sottolineando i vantaggi di dotare gli studenti universitari delle competenze necessarie per la loro occupabilità. Il presente studio si inserisce in questa crescente attenzione all’esperienza marocchina. Basato sulle percezioni di 20 insegnanti di lingua inglese e 20 impiegati del settore pubblico laureati all’Università Mohammed I, indaga le seguenti domande: Le soft skills giocano un ruolo fondamentale nella vita professionale di questi laureati? Quali soft skills dovrebbero essere maggiormente enfatizzate nell‘istruzione superiore? E come possono essere integrate nel curriculum universitario? I risultati suggeriscono che, sebbene i due gruppi di partecipanti abbiano opinioni diverse su quali soft skills dovrebbero essere maggiormente enfatizzate, entrambi concordano sul fatto che le attività extra-curriculari e la formazione continua per i professori sono fondamentali per la loro integrazione nell’istruzione superiore, a condizione che si presti la dovuta attenzione all‘interazione sociale. Questo studio può portare nuovi spunti di riflessione sulle reali esigenze dei docenti.

The COVID-19 pandemic obliged Argentina to adopt distance learning to continue university classes during 2020. In this article, a study is presented on the perceptions and perspectives of the faculty in the School of Education Sciences of the Universidad Nacional de Entre Ríos regarding this emergency educational virtualization. The methodology regards a case study. For the collection of information, a virtual survey was used that led to a qualitative and quantitative analysis of the responses. A statistical analysis of language patterns was implemented through the program Linguistic Inquiry and Word Count in order to examine affective, cognitive, and social processes linked to the use of technologies during the pandemic. The results indicate that, whereas the faculty had available technologies, abilities to use them, and an appropriate institutional environment, in that moment emerging difficulties manifested related to the conditions of livability and the possibilities of spatial-temporal organization for carrying out telework. It is concluded that extracognitive factors, such as domestic conditions and perceptions of virtuality in teaching, are two unavoidable aspects for moving towards modalities with a higher degree of mediatization during the post-pandemic period. [ABSTRACT FROM AUTHOR]

Objective: To understand and explore the perceptions and opinions of women with polycystic ovary syndrome (PCOS) and further delineate the variations across age and ethnicity. Design: Qualitative survey focussed on lived experiences of people with PCOS. Participants could share their views either as written text or as voice note audio recording(s) on WhatsApp. The data from the audio were transcribed verbatim. Responses were coded by two study members independently, using a thematic inductive method with NVivo 12. Two senior study members then reviewed these codes to identify common themes. Subjects: Women with PCOS aged 18-60 years. Results: 43 of 45 participants had a formal diagnosis of PCOS, the remaining two had suspected PCOS which was under investigation. Four participants opted to share their views as voice note recordings. Poor mental health was the most reported (83.3% of participants), followed by dermatological (81.0%) and menstrual issues (76.2%). Participants were generally dissatisfied with the care they received (88.1%). A lengthy diagnostic journey was reported in 35.7% of cases. 52.6% felt less feminine, particularly regarding weight gain and infertility. As part of the recommendations by participants, it was emphasised that others with the condition should educate themselves and be proactive in their management. 46.3% reported that being more enlightened regarding their condition improved their health outcomes and enabled them to advocate for their own care. Women in their 20s expressed distress due to poor mental health, needing a longer time to get the diagnosis, and having weight and eating concerns. While women with PCOS in their 30s discussed their menstrual irregularities and fertility issues, those in their 40s expressed their concerns about the societal expectations of women when diagnosed with PCOS. The concerns varied across ethnicities as well. Conclusion: PCOS has wide-ranging consequences for women living with the condition, with many dissatisfied with the clinical support they currently receive. The concerns and expectations vary across ages and ethnicities. Therefore, we propose involving women with PCOS to co-create clinical and educational resources informed by lived experiences to provide end-user-informed services. [ABSTRACT FROM AUTHOR]

The increasing mainstream adoption of immersive virtual reality (iVR) in education has triggered research about key variables explaining acceptance of iVR by teachers. In this study we adopted the UTAUT2 acceptance model as a theoretical framework enriched with the variable personal innovativeness. 379 Flemish secondary education teachers watched a video about iVR learning experiences, after which an online survey concerning their perceptions was administered. General linear modeling was performed to test the hypotheses. Results indicate performance expectancy, social influence, facilitating conditions, hedonic motivation and personal innovativeness to be significantly associated with behavioural intention to use. No moderating effect of age, gender or experience was observed. The results account for 54% of the variance in behavioural intention to use. The findings help to understand which factors are key in the acceptance of mobile iVR by secondary education teachers and might help defining successful iVR implementation strategies.

The purpose of this study is to find out in more detail about the obstacles faced by students with OKU UKM while following online learning as well as their views in particular on effective online learning methods during this pandemic season. Next, the study was conducted quantitatively using survey method. An online questionnaire (google form) was used in this study as a research instrument which in total contains 18 items. The study sample was randomly selected in groups according to the rate for each category. It consists of 30 OKU students from 47 OKU students who are active in the 2021/2022 study session at UKM. Data collection was through a questionnaire and the findings were analyzed by descriptive analysis using Statistical Package for Social Sciences for Windows Version 26 (SPSS) software. The statistics used for data analysis in the study were mean score, standard deviation, frequency and percentage. The findings of the study have shown that the majority of barriers faced by students with disabilities during online PdP during the Covid-19 pandemic season were barriers in completing group assignments with a high level. Furthermore, the level of the overall barriers faced by students with disabilities is at a moderate level. As for the views of OKU students, the majority of OKU students are very affected by the Covid-19 pandemic. While the effective PdP method for students with disabilities during the pandemic season varies. In conclusion, the effective mode of learning and teaching for OKU UKM students during the pandemic season depends on the type of disability of the OKU students.

Writing is one of the language skills that is considered difficult for most Indonesian EFL students. Teachers are challenged to provide an interesting medium of learning to increase students' writing skills and motivation. Natural disaster pictures can be utilized as an alternative medium for learning to write report text. Therefore, this study aims to find out students' ability in writing report texts using natural disaster picture and to describe perceptions of students in using natural disaster picture as a medium of learning to write report texts. The respondents were 22 students in the tenth grade at SMA N 1 Binangun in the academic year 2021/2022. A descriptive quantitative study was utilized in the present study. To collect the data needed, the researchers used tests and questionnaires. Furthermore, a test is used to collect the data on students' achievement in writing report text, meanwhile, a questionnaire is used to find out students' perceptions of using natural disaster picture as a learning medium to write report text. The results of the study revealed that the total score of students is 1308 and the mean score is 60. It means that the achievement of tenth-grade students at SMA N 1 Binangun is categorized as "Enough" as per the scoring rubric conversion scale. Meanwhile, the results of the questionnaire showed that using natural disaster picture as a medium of learning may motivate students to learn, create an interesting atmosphere, and provide new experiences in learning to write report text.

Background: Although previous studies have reported WTC variables in the EFL context, limited studies have investigated learners’ perceptions of WTC outside the classroom. In addition, insights into learners’ perceptions from qualitative data have rarely been presented in this study area. Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions. Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data. Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors. Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.

ObjectiveTo understand and explore the perceptions and opinions of women with polycystic ovary syndrome (PCOS) and further delineate the variations across age and ethnicity.DesignQualitative survey focussed on lived experiences of people with PCOS. Participants could share their views either as written text or as voice note audio recording(s) on WhatsApp. The data from the audio were transcribed verbatim. Responses were coded by two study members independently, using a thematic inductive method with NVivo 12. Two senior study members then reviewed these codes to identify common themes.SubjectsWomen with PCOS aged 18-60 years.Results43 of 45 participants had a formal diagnosis of PCOS, the remaining two had suspected PCOS which was under investigation. Four participants opted to share their views as voice note recordings. Poor mental health was the most reported (83.3% of participants), followed by dermatological (81.0%) and menstrual issues (76.2%). Participants were generally dissatisfied with the care they received (88.1%). A lengthy diagnostic journey was reported in 35.7% of cases. 52.6% felt less feminine, particularly regarding weight gain and infertility. As part of the recommendations by participants, it was emphasised that others with the condition should educate themselves and be proactive in their management. 46.3% reported that being more enlightened regarding their condition improved their health outcomes and enabled them to advocate for their own care. Women in their 20s expressed distress due to poor mental health, needing a longer time to get the diagnosis, and having weight and eating concerns. While women with PCOS in their 30s discussed their menstrual irregularities and fertility issues, those in their 40s expressed their concerns about the societal expectations of women when diagnosed with PCOS. The concerns varied across ethnicities as well.ConclusionPCOS has wide-ranging consequences for women living with the condition, with many dissatisfied with the clinical support they currently receive. The concerns and expectations vary across ages and ethnicities. Therefore, we propose involving women with PCOS to co-create clinical and educational resources informed by lived experiences to provide end-user-informed services.

The development of Emotional Intelligence (EI) has gained importance in the context of goals to spur a new generation of people intent upon improving human health. Physical education (PE) is a suitable curriculum subject in which to train EI. Therefore, our aim in this review is to summarize existing literature pertaining to EI within PE, while seeking particular guidance on how to best teach EI. We systematically reviewed PubMed, ERIC, Education Database, Scopus, SPORTDiscus, Cochrane, and FECYT (i.e., Web of Sciences, CCC, DIIDW, KJD, MEDLINE, RSCI, and SCIELO) databases up to January 24, 2022. From 248 studies initially located, 28 were included in a final qualitative synthesis. These 28 studies were sub-divided into (i) correlation and (ii) intervention studies with an intervention group, possibly a control group, and with pre-test and post-test outcome measures. There was a clear correlation between EI-motivation and EI-psychological needs, and there emerged the following types of educational programs for developing EI within PE: (a) pedagogical models based on corporal expression and relaxation, (b) Cooperative Learning (e.g., the Sport Education Model), (c) community engagement interventions (e.g., Social-Emotional Learning, the Teaching Personal and Social Responsibility model, and Service Learning), and (d) augmented reality games. Most successful EI programs included themes of collaborative work, concern for others, and social welfare. Including EI as a PE goal will require developing students' personality and encouraging PE teachers to focus on EI within pedagogical models based on community engagement. [ABSTRACT FROM AUTHOR]