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In this paper an attempt has been made to study how Digital India Initiative has emerged as a major player in creating awareness among the general public about different government initiative taken for the upliftment and welfare of the public and society at large. The study was conducted in Uttar Pradesh taking a sample of 187 higher education students. Analysis of Variance statistical tools has been used to analyze the difference in higher education students awareness education stream wise. An effort has also been made to assess awareness of Digital India Initiative among higher education students. The findings of the study revealed that awareness of Digital India Initiative is above average among higher education students in Uttar Pradesh. Significant difference was found among higher education students in awareness of Digital India Initiative based on stream of education. The result of the study also revealed that commerce and management stream students were more aware as comparison with other stream students. [ABSTRACT FROM AUTHOR]

The recent outburst of COVID-19 has utterly revolutionized the world in every sector of life, be it health, economy, tourism, employment or education. Internet revolution, for the first time, with such pace and potential played the most important role amidst crises. Though, work from home and virtual education system have been existing long before the outburst of COVID-19, however, the rampant and widespread use of internet appeared as a result of global pandemic which mandated social isolation as the most important COVID combating measure. It was the December of 2019, when COVID-19 outburst in the Chinese district of Wuhan and then started spreading to other countries. Along with many other measures to combat the situation, virtual education system was introduced at every level of education; PG, primary, secondary, higher secondary, graduation and post-graduation level. Once, the global expedition for vaccination is launched successfully, and many people got vaccinated as well, and the danger of COVID-19 shattered to an extent, different institutions started to normalize their systems to the pre-COVID-19 era. Readjustment to the traditional education system from virtual/online education system was also commenced. When the online or virtual education system was launched, it wasn't adapted without hardships, like learning to use virtual education tools to the problem of the affordability of these tools and access to internet. However, once the whole education system switched to the virtual class system, a call back to the traditional education system came, since the hovering threat of COVID spread was shedding away. To this, the reaction was observed. Many of the students wanted to continue their education with the online/virtual system, for which, they present many reasons. This research paper targets the population of the university students and aims at exploring the difficulties the university students are facing in readjustment to the traditional education system. Also, some recommendations are given to ease the issue of readjustment to the traditional education system keeping in view the targets of educational institutes. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, higher education students were reported as one of the most affected in terms of wellbeing. In the current study, we explored higher education students' self-perceptions on why and how their mental wellbeing was affected by the COVID-19 pandemic and its related measures. Focus group discussions with potentially vulnerable university student groups, as well as university staff, revealed that the students described the pandemic as a period of reduced mental wellbeing. Overall, students identified two main reasons for this: the lingering aspect of the pandemic and restricted social contact and support. Moreover, we identified several underlying factors of specific student groups' vulnerability in terms of wellbeing: entering the university during the COVID-19 pandemic and students' living situation, employment status, financial stress, and home environment. Moreover, as a potential mitigating factor, the availability of university facilities during the COVID-19 pandemic emerged as beneficial for students' mental wellbeing. Our results indicate the importance of universities acting as social spaces that facilitate connection and peer support and, thus, working preventively towards the improved mental wellbeing of students. Furthermore, university support in providing facilities to increase inclusivity should be organized or improved. [ABSTRACT FROM AUTHOR]

Given the prominence of sustainability in current global crises and the commitment of societies to the Sustainable Development Goals, this mixed methods study ascertains how Dutch higher education students (N = 549) integrate sustainability into their life purposes. From quantitative data, we identified four purpose profiles: purposeful (33%), dreamer (32%), self-oriented (18%), and disengaged (17%), signifying a potential commitment to sustainability among over half of the participating students. However, technology students differed from other respondents in that fewer of them were identified as having a purposeful profile and more of them were disengaged. The data reveal happiness (61%), work (22%), and sustainability (22%) as the most frequently mentioned contents of purposes, implying a more self-oriented picture than indicated in the profiles. The two case studies illustrate concrete ways of manifesting sustainability as a purpose in life. We discuss the educational implications of this, especially the need to enhance sustainability education in the domain of technology. [ABSTRACT FROM AUTHOR]

The use of scales to evaluate teaching from the students’ perspective is a method frequently used in educational systems around the world. The objective of this study is to analyze the factorial structure of the Teaching Performance Evaluation Scale (EEDDocente, by acronyms in Spanish) designed with the purpose of providing information that favors decision-making based on evidence for the improvement of teaching in the area of Social Sciences, as well as measuring the invariance by School stage and Educational Program. The sample consisted of 1,849 students of the Bachelor’s Degrees in Law, Psychology, Accounting, Administration, Education Sciences, Communication Sciences, Computer Science, and Sociology of the School of Social and Administrative Sciences (FCAyS) of the Autonomous University of Baja California, Mexico. Based on a three-factor model that meets the fit and quality criteria, a Multi-group Confirmatory Factor Analysis (MGCFA) was performed to measure the invariance of the EEDDocente by School stage and Educational program. It is concluded that the three-factor model can be used to measure, from the students’ perspective, the performance of teachers in the Area of Social Sciences. Likewise, it is concluded that the invariance of the simultaneous measurement is achieved, providing evidence to perform mean difference analysis between the different Educational programs.

The volatility of the labor market resulting from globalization, rapid technology changes, economic competition, and the impact of events such as the Covid-2019 Pandemic, demand from vocational psychology a more refined understanding of the processes individuals face while dealing with those new challenges and opportunities, especially in uncertain contexts. Theories such as Planned Happenstance address constructs such as career flexibility, an essential skill to recognize, create and use chance events as career opportunities. Furthermore, when fortuitous events and uncertain contexts are considered for career development, it becomes relevant to understand how subjective time perspective evolves, that is how the life events and career goals are projected, accessed, valued, and organized. Given this context, the objectives of the present study are to adapt and validate a Portuguese version of the Career Flexibility Inventory and to explore the possible relationships between career flexibility, time perspective, and variables inherent to the educational context. The Portuguese version of the Career Flexibility Inventory, the Time Perspective Inventory and a sociodemographic form were answered by 1,380 students from Portuguese higher education institutions. The results indicated that the Portuguese version of the CFI has an adequate three-factor structure with good reliability indices. Some limitations regarding psychometric validity show the importance of further research to improve the measure. However, the findings contribute to theoretically and operationally deepening discussions on the multidimensionality of Career Flexibility. The results regarding the relationships between time perspective and career flexibility seem to be in line with the theoretical indicators of the variables and support the formulated hypotheses, specifically, that future orientation presents a positive correlation with active adaptation; a negative correlation with wavering, and wavering presents a positive correlation with the negative future orientation. The results partially support the hypothesis of differences on time perspective and career flexibility among students with different academic grade averages and from diverse scientific areas of study. Finally, the study advances a theoretical reflection on the different nature of career flexibility dimensions and contributes to broadening and promoting theoretical and operational discussions on the relationships between time perspective and career flexibility, which are still incipient.

The concept and notion of cyber security have become more important nowadays as the Internet has paved every aspect of the daily lives of individuals and organizations. Internet is acting like blood in modern lifestyle and communication systems. Due to the increased use of the Internet, several threats to cyber security have come into existence in the cyber world. The need for cyber security cannot be underestimated due to the continuously evolving technologies of Information and Communication Technology (ICT) and our dependence on the Internet. This research studies cyber security awareness among students of higher education on some primary demographic and educational grounds such as gender, place of residence, level of study, etc. The data for this study was obtained through the Internet by graduates, masters, and research students from many universities and colleges at the national level. The difference was not found in students based on gender and the nature of the course. A significant difference was found in the cyber security awareness on the basis of the residential location and disciplines of the students. Students living in urban areas were found to be more aware of cyber security than students living in rural areas. However, no significant difference was found between them based on the level of study. In conclusion, the results of this study cannot be considered conclusive as a generalization is not possible due to some natural and uncontrolled limitations of research. But nevertheless, the results of observations found in this study may provide some support in the general body of knowledge and future research. [ABSTRACT FROM AUTHOR]

Career services should be a priority for any higher education institution. These structures should be prepared to support the design, implementation, and evaluation of academic and career plans and decisions, providing services properly aligned with students’ needs, preferences, and characteristics. The present study addressed these questions by analyzing data from an online survey administered to 361 Portuguese higher education students. Results indicate that most students do not seek support in these structures, despite having various needs, particularly in the scope of exploring the world of work, developing goals and implementing career strategies. Most students are open to the use of online and computerassisted career guidance, although their preference is for in-person interventions. These results allow Career Offices to identify new directions and opportunities to work with students, while demonstrating their value to the academic community and the labor market. [ABSTRACT FROM AUTHOR]

(1) Background: Education for sustainable development emphasizes the need to train future teachers to apply effective approaches to ensure the implementation of the Sustainable Development Goals defined by the 2030 Agenda. (2) Methods: The research aim was to determine empirical data to introduce an outdoor science teaching approach with peer tutoring to teacher candidates through its impact on their performance, i.e., achievement, perceived mental effort, and opinion on the applied approach. The applied approach represents the integration of physics and geography through the elective course homeland geography at the Faculty of Teacher Education in Belgrade. Students performed outdoor measurements of physical quantities in created tasks. The tasks aimed to engage students' spatial thinking and critical observation skills, whereas the use of verbal skills and content presentation skills was encouraged through peer tutoring. (3) Results: The research results showed a positive impact of an outdoor science teaching approach with peer tutoring on students' achievement. Additionally, we found that perceived mental effort decreases with the use of this approach. Lower mental effort indicated more space in working memory, which can be used for processing new information. Therefore, obtained results indicated that the applied teaching approach is suitable for students. (4) Conclusions: The obtained results should incentivize other faculties that train future teachers to apply an outdoor teaching approach with peer tutoring. As a result of preparing future teachers in a way that promotes awareness of sustainable development and the local environment, it can be expected that young people will be more interested in solving these important issues because they will see them in their environment and be connected to them. [ABSTRACT FROM AUTHOR]

Between 2020-22 COVID-19 blurred the line between academic and digital writing as more students and educators used digital platforms to write, share, and collaborate on academic work. Today, students can video-conference, engage in digital annotating, communicate via chats with different audiences, and write more audience-oriented emails - some of the skills they transferred from their daily interactions prompted by the pandemic. To help the students enhance their digital writing skills needed to succeed in the postpandemic world, the researcher of this study decided to introduce and implement infographics in her firstyear composition. During the pandemic, this genre became one of the popular mediums for transmitting and sharing information, with public health organisations worldwide relying on them to illustrate the scale of the crisis and the actions needed to combat it. This exploratory study collected data from 13 students in a blended college-level writing course by employing qualitative research methods such as surveys and reflections to learn about students' perspectives on possible affordances and constraints of infographics and to discover a more robust understanding of infographics as a potential tool for digital writing transfer. A thematic analysis was used to code students' responses. The literature review and the findings of this study suggest that infographics can be used as a tool to improve intellectual skills (e.g., audience awareness, information filtering, concision) and life skills (e.g., self-efficacy), which are both needed for more effective digital writing skills required for success in the post-pandemic world. Practitioner Notes 1. COVID-19 has blurred the line between academic and digital writing; thus, implementing practices that can enhance students' digital writing skills becomes necessary. 2. With the transition to online learning, students are now utilising digital mediums for interacting and engaging with their peers and teachers, which has forced them to develop audience awareness, information filtering, and concision skills. 3. Due to increased popularity during the pandemic, infographics can help students advance their intellectual skills (e.g., audience awareness, information filtering, and concision) and life skills (e.g., self-efficacy), all needed to enhance digital writing skills. 4. By teaching students how to read, interpret, and create infographics, instructors across various disciplines can promote digital writing transfer from their classrooms to the job market. [ABSTRACT FROM AUTHOR]

Twenty years after the signing of the Bologna Declaration, this special issue contributes to a discussion of the Bologna process with a particular focus on the implementation of the two-cycle degree structure (3+2) and the practices and paths of higher education students. In this introduction, it is argued that there is a need for more research concerning the policy as text, that is, the way the Bologna process is enacted by students and teachers in their daily practices. The 3+2 degree structure has indeed affected the practices of students, particularly by introducing a new transition and decision point in many countries. However, when considering the Bologna policy as text, it becomes visible that there are differences in the students' concerns and practices across the six countries represented in the papers in the issue. This is not only the case due to differences in the national contexts prior to the Bologna process, but also to the role of other factors affecting the enactment of the policies. Thus, there are variations in the implementation – for example, concerning the social dimension – and the enactment differs due to national as well as programme differences, and differences related to academic disciplines. [ABSTRACT FROM AUTHOR]

Healthy lifestyles are commonly associated with improved physical and mental health. Sleep patterns, nutrition, physical exercise, consumption of psychoactive substances, among others, can strongly influence positive mental health. The aims are: characterize lifestyles based on positive mental health clusters, considering the cross-sectional cohort sample of higher education students, and analyse the lifestyles associated with positive mental health. A cross-sectional, descriptive, correlational and multicentric study of quantitative approach was conducted. The Positive Mental Health Questionnaire was applied. Through the k-means method, four clusters were obtained based on positive mental health levels. The sample of 3647 higher education students was mostly female (78.8%), single (89.5%), with an average age of 23 years (SD = 6.68). Differences were found between clusters based on the sociodemographic characteristics and lifestyles. Findings in Cluster 1 were highlighted because they included students with a higher level of positive mental health, which was associated with greater satisfaction in affective relationships, higher recreational and sports activities, better sleep quality, a healthy diet, and lower medication and illicit drugs consumption. These key findings emphasize the promotion of healthy lifestyles and highlight the importance of positive mental health in promoting the health of higher education students. [ABSTRACT FROM AUTHOR]

The mental health of higher education students is a constant concern, and the pandemic situation caused by COVID-19 has intensified this concern. The social measures imposed to control and minimize the disease have led, among other things, to the reconfiguration of higher education students' academic life habits, which has naturally altered their emotional balance, mental health, and substance abuse. This cross-sectional, descriptive, and correlational study assesses the influence of higher education students' personal characteristics on their (self-reported) use of addictive substances (alcohol, tobacco, drugs, and pharmaceutical drugs) before and during their first compulsory confinement in Portugal, as well as its relationship with mental health. An online questionnaire was applied between 15 April and 20 May 2020, to students from various study cycles of higher education institutions in one region of Portugal (northern area of Alentejo), which included the Mental Health Inventory in its reduced version (MHI-5) and questions (constructed by the authors) on personal characterization and on the use of addictive substances before and during confinement. The convenience sample included 329 mostly female health care students between the ages of 18 and 24. In our results, we found a statistically significant decrease in tobacco, alcohol, and drug use; however, there was an increase in tobacco use among older students and an increase in anxiolytic use among students with higher academic achievement and among students who exhibited more active social behavior in the period prior to confinement. Students who took anxiolytics during confinement had higher MHI-5 scores and students who used the most addictive substances during confinement had lower MHI-5 scores than the other students. [ABSTRACT FROM AUTHOR]

Globally, the COVID-19 outbreak had an adverse effect on higher education students' mental health and psychological well-being. This study aims to assess the prevalence of stress, anxiety, depression and associated factors in a sample of students in the early phase of the COVID-19 pandemic and determine the predictive effect of mental health status on coping. The sample was collected between March and July 2020 and included 392 higher education students in Portugal. An online cross-sectional study was conducted using a survey that included an information form, the Depression, Anxiety, and Stress Scale, and the Brief Resilient Coping Scale. The prevalence of mild-to-extremely severe depression, anxiety and stress was 24.2%, 32.7% and 33.4%, respectively. About 60% of the sample had poor coping abilities. Masters students, participants older than 30 years and female participants had significantly greater resilient coping compared to undergraduate students and younger and male participants (p < 0.05). Resilient coping correlated negatively with depression, anxiety and stress. The regression analysis showed that age together with overall levels of depression, anxiety and stress explained 16.9% of the variance in coping. The results should inform the implementation of interventions to mitigate the impact of psychological distress and promote mental health. [ABSTRACT FROM AUTHOR]

The School of Agricultural Engineering has been involved in English-medium instruction (EMI) within the framework of the internationalization strategy of the University of Extremadura (Spain). Several years after these actions were initiated, it has become necessary to analyze them, with the main objective of researching the attitude of the students towards it, keeping the focus on finding common trends. With this aim, a segmentation of the students was carried out based on a questionnaire that included aspects related to their attitudes towards English-medium instruction, their socio-demographic characteristics and the program they were enrolled in. A total of 251 students were surveyed, and the data were analyzed by performing a multiple correspondence analysis and a cluster analysis. They revealed three typologies of students with clearly different underlying features, especially related to the program and year in which they were enrolled, their age and English level, and their perceived skills. The main conclusion is that the multivariate techniques applied are useful tools to identify groups of students with different features in the EMI frame, which may facilitate the launch of specific actions focused on the needs and expectations of each group to ensure that EMI programs and students achieve their goals. [ABSTRACT FROM AUTHOR]

Career services should be a priority for any higher education institution. These structures should be prepared to support the design, implementation, and evaluation of academic and career plans and decisions, providing services properly aligned with students’ needs, preferences, and characteristics. The present study addressed these questions by analyzing data from an online survey administered to 361 Portuguese higher education students. Results indicate that most students do not seek support in these structures, despite having various needs, particularly in the scope of exploring the world of work, developing goals and implementing career strategies. Most students are open to the use of online and computer-assisted career guidance, although their preference is for in-person interventions. These results allow Career Offices to identify new directions and opportunities to work with students, while demonstrating their value to the academic community and the labor market.

Higher education students have faced several changes in their lives due to the COVID-19 pandemic. This study aims to explore the effect of dispositional optimism in students' fear of COVID-19 and to test the mediating role of general anxiety in the relationship between optimism and fear. Using an online survey, data were collected during the second wave of the pandemic in Portugal. The sample included 312 higher education students (76% females) aged 18–25 years old, who completed measures of dispositional optimism, general anxiety and fear of COVID-19. The results showed that higher optimism and lower general anxiety reduce fear of COVID-19. Moreover, the link between optimism and fear is fully mediated by general anxiety, showing that optimism reduces fear of COVID-19 indirectly through the reduction of students' anxiety. The role of optimism, anxiety and fear in higher education students is discussed and topics for further research are presented. [ABSTRACT FROM AUTHOR]

This study examined the social, academic, and psychological functioning (anxiety, depression, and stress), during the first lockdown due to COVID-19 (March-July 2020), of a group of Portuguese college students. Aims: (a) to characterize the perception of the social, academic, and psychological impact of the lockdown; (b) to examine the relationship between social, academic, and psychological impact and sociodemographic, contextual, and academic characteristics; (c) to study predictors of the psychological impact of the lockdown (anxiety symptoms, depressive symptoms, and stress). The sample consisted of 247 students who responded to a sociodemographic, contextual, and academic questionnaire, and the Depression, Anxiety, and Stress Scales-21. Data were analyzed using Chi-square tests, independent-sample t-tests, and linear multiple regressions. The negative psychological impact was predicted by gender, physical activity, problems connecting to the internet, and study cycle. This study highlighted the need to promote the social-emotional development of higher education students "caught by" the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

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The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71; SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38; SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario 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 Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem 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 article is devoted to the analysis of the results of the survey conducted with scientific and pedagogical workers of 23 higher education institutions which was aimed at revealing the attitude of scientific and pedagogical workers to student self-government bodies’ activity and its influence on the development of higher education students’ leadership qualities. Emphasis is placed on the relevance of the chosen research subject, determined by the significant impact of student selfgovernment on various aspects of student life in higher education institutions. The extent to which scientific and pedagogical workers of the higher education institutions are informed about the activities of student self-government bodies and their opinion about the leadership qualities of higher education seekers on the basis of a survey of 104 respondents is revealed. The author’s questionnaire consisted of three blocks of questions. The first block made it possible to collect information about the respondents. With the help of the second block, the scientific and pedagogical workers’ awareness of the activities of student self-government bodies was revealed, and in the third, the scientific and pedagogical workers’ assessment of the influence of student self-government bodies on the development of leadership qualities of higher education students was defined. The α-Cronbach reliability coefficient was calculated in order to check the internal consistency of the questionnaire. Based on the statements of the respondents, it was proven that the representatives of the teaching community are familiar with the activities of the student self-government bodies in the higher education institutions according to their place of work and the methods of student self-government. More than half of the surveyed scientific and pedagogical workers consider the influence of student self-government bodies on the organization of the educational process in higher education institutions and the development of leadership qualities of higher education students to be significant. Constructive judgments of the respondents regarding the improvement of student self-governance activities for the successful development of leadership qualities of higher education students are given. [ABSTRACT FROM AUTHOR]

The article defines that academic integrity is an indicator of societal development. Therefore, the policy of students’ academic integrity at higher education institutions in developed countries, namely in Great Britain, is of a special interest. In every institution of higher education, there is a struggle for academic integrity, which is provided by means of creating appropriate conditions and taking appropriate measures. The goal of academic integrity is to comply with the rules of the educational process, create an atmosphere that is favorable for the education of all categories of students, and provide equal opportunities for all students in order to obtain a quality education. The UK higher education sector has an excellent reputation based on high standards of education and academic integrity contributes greatly to this. The author analyzes the policy of implementing academic integrity in higher education institutions of Great Britain, where a system of fines for plagiarism found in students’ written works has been developed. This policy is analyzed on the example of Oxford University, London University College, and Leeds University. It is found that Higher Education Quality Assurance Agency (QAA) with the support of the Advisory Group on Academic Integrity in Great Britain created the Charter of Academic Integrity for the country’s higher education. They also developed the principles of academic integrity at British universities, which are analyzed in our study. Furthermore, they developed the Charter of Academic Integrity for UK Higher Education, which represents the collective commitment of the UK higher education sector and promotes academic integrity and actions against academic misconduct. Advice to students on ensuring academic integrity is outlined and the types of punishments for academic dishonesty are described. A holistic approach to higher education, which involves fostering public trust and confidence in conscientious learning and minimizing academic misconduct, is characterized. [ABSTRACT FROM AUTHOR]

Copyright of Journal Educational Theory / Revista de Teoría Educativa is the property of ECORFAN-Mexico S.C. 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 presents and validates the psychometric characteristics of a short form of the Critical Thinking Self-assessment Scale (CTSAS). The original CTSAS was composed of six subscales representing the six components of Facione's conceptualisation of critical thinking. The CTSAS short form kept the same structures and reduced the number of items from 115 in the original version, to 60. The CTSAS short form was tested with a sample of 531 higher education students from five countries (Germany, Greece, Lithuania, Romania, and Portugal) enrolled in different disciplinary fields (Business Informatics, Teacher Education, English as a Foreign Language, Business and Economics, and Veterinary Medicine). The confirmatory analysis was used to test the new instrument reliability, internal consistency, and construct validity. Both the models that hypothesized the six factors to be correlated and to tap into a second-order factor representing the complex concept of critical thinking, had acceptable fit to the data. The instrument showed strong internal consistency (α = 0.969) and strong positive correlations between skills and between the skills and the overall scale (p < 0.05). Despite the unbalanced sex distribution in the population (close to 75% females), the instrument retained its factorial structure invariance across sexes. Therefore, the new instrument shows adequate goodness of fit and retained stability and reliability, and is proposed as a valid and reliable means to evaluate and monitor critical thinking in university students. [ABSTRACT FROM AUTHOR]

The objective of this study is to examine the sense of social connectedness (SSC) and prosocial behavior (PB) of students in Guangxi higher education institutions in China and to further understand the factors influencing PB of higher education students. In this study, a total of 1,007 students were sampled from 8 Guangxi higher vocational schools through purposive sampling using questionnaires, of which 676 (67.1%) were male students and 331 (32.9%) were female students. This study further enriches self-determination theory by exploring the effects of teachers' character teaching behaviors and social support on PB, using the SSC as an intrinsic motivation. In addition, the results of the study revealed that SSC, perceived teacher character teaching behaviors and perceived social support (PSS) were positively related to students' PB. SSC affects PB not only directly, but also indirectly through the mediating role of perceived teacher character teaching behavior and perceived teacher support. Teacher character teaching behaviors and PSS also play a chain mediating role in the relationship between SSC and PB. Finally, this study provides strategies to optimize school character management for higher education students in order to meet their basic psychological needs and thus promote the production of PB. [ABSTRACT FROM AUTHOR]

The present study explores the level of higher education student's awareness towards human rights dimensions regarding documents, concepts & principles, situations involving human rights violations. In addition to that, compare the difference in higher education student's awareness towards human rights dimensions with regards to the nature of residence, levels of education, academic stream and age level. To achieve the objective normative survey research design was adopted. Data was collected using the Human Rights awareness Test" developed and standardized by Vishal Sood &Arti Anand, (2012) from 200 higher education students pursuing courses in university were selected using simple random sampling. Descriptive and differential statistics were used to analyze the data. The result revealed there is a significant difference in awareness towards the human rights dimension among higher education students on the basis of their nature of residence, nature of qualification and age level but not on stream of study. [ABSTRACT FROM AUTHOR]

Our review explores the effectiveness of resilience interventions on improving resilience, reducing depressive symptoms, and overcoming stress symptoms among higher education students. We conducted a systematic search in 10 electronic English and Chinese language databases. Twenty-nine randomized, controlled trials (RCTs) met the inclusion criteria and were included in this review. Effect sizes from 25 RCTs were calculated for meta-analysis and metaregression. The results of a random effects model reveal that resilience interventions are effective in improving resilience with small effect size (g =.32, 95% CI [.15,.49]), reducing depressive symptoms with small effect size (g =.25, 95% CI [.06, 44]), and overcoming stress (g =.22, 95% CI [.08,.32]). Subgroup analyses conclude that effect sizes of resilience interventions comprising skills that enhance social competency are statistically significantly larger than those of interventions without. In addition, the effect sizes are larger when resilience interventions used synchronous communication and delivered through a mixture of didactic and dialectic approaches. Metaregression reveals that trials rated with low scores in the Medical Education Research Study Quality Instrument considerably influence scores in resilience. Our meta-analysis supports the use of resilience interventions as a universal prevention strategy among higher education students. This review ends with implications for practice and directions for further research on developing resilience interventions. Educational Impact and Implications Statement: The results of this meta-analysis concluded that resilience interventions can potentially build resilience and reduce depressive and stress symptoms among higher education students. Interventions were more effective when they focused on building students' social competency, used synchronous communication, and delivered through a mixture of didactic and dialectic approaches. [ABSTRACT FROM AUTHOR]

Our research examines the financial goals, knowledge, self-esteem, attitudes and strategies of young people studying in Hungarian higher education (N = 2557) by classifying youngsters into three groups. Anxious unwary: they are characterized by both living for the day and anxiety, they choose external control strategies, (advantageous marriage, wealthy family). Prudent risk-averse: who are thoughtful, frugal, avoid taking risks. They choose an internal control strategy: budgeting and hard work. Consciously confident: their knowledge and skills are outstanding, their confidence is realistic. They are entrepreneurial and risk-taking choosing long-term, internal control strategies to achieve their financial goals that help them grow their income. [ABSTRACT FROM AUTHOR]

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In this study, using a database of higher education student surveys, we analyse the motivations behind paid work through cluster analysis and reveal which variables influence them. We hypothesise that working while studying is also an investment in human capital. We research to what extent students are motivated to work alongside their studies by the possibility of acquiring work experience and future financial return. Furthermore, we examine whether Bourdieuan capital conversion is characteristic of students. We found that acquiring work experience was a more important motive behind paid work than acquiring cultural and social capital and the possibility of capital conversion. We also found that students from disadvantaged backgrounds are primarily motivated to seek employment by the prospect of short-term income. It is a significant finding that even if the students’ jobs are not related to their studies, they still have the goal of gaining professional experience and increasing their capital, which implies that they consider many of these jobs to be an investment in human capital (even if it does not yield a return in the future; see the theoretical section). According to our policy recommendation, higher education institutions should offer students more study-related employment opportunities in the examined Central European region, while employers should also attribute a greater value to the professional experience acquired alongside higher education studies.

Abstract Background Digital harm-reduction interventions typically focus on people with severe drug-use problems, yet these interventions have moderate effectiveness on drug-users with lower levels of risk of harm. The difference in effectiveness may be explained by differences in behavioural patterns between the two groupings. Harnessing behavioural theories to understand what is at the core of drug-use behaviours and mapping the content of new interventions, may improve upon the effectiveness of interventions for lower-risk drug-users. To the best of our knowledge, this is the first study to systematically apply the Behaviour Change Wheel (BCW) approach to understand the components, influencing capabilities, opportunities, and motivations (COM-B) of higher education students to change their drug-use behaviors. It is also the first study which identifies specific patterns of behaviours that are more responsive to harm reduction practices through the use of the Theoretical Domain Framework (TDF). Methods We employed an explanatory sequential mix-method design. We first conducted an on-line survey and a Delphi exercise to understand the factors influencing COM-B components of higher education students to change their drug-use. Subsequently, we mapped all evidence onto the COM-B components and the TDF domains to identify clusters of behaviours to target for change, using a pattern-based discourse analysis. Finally, a series of multidisciplinary group meetings identified the intervention functions—the means by which the intervention change targeted behaviours and the Behavioural Change Techniques (BCTs) involved using the behaviour change technique taxonomy (v.1). Results Twenty-nine BCTs relevant to harm-reduction practices were identified and mapped across five intervention functions (education, modelling, persuasion, incentivization, and training) and five policy categories (communication/marketing, guidelines, regulation, service provision, and environmental/social planning). These BCTs were distributed across eight identified saturated clusters of behaviours MyUSE intervention attempts to change. Conclusions The BCTs, identified, will inform the development of a digitally delivered behaviour change intervention that focuses on increasing mindful decision-making with respect to drug-use and promotes alternatives to drug-use activities. The findings can also inform implementation scientists in applying context-specific harm-reduction practices in higher education. We present examples of how the eight identified clusters of target behaviours are mapped across the COM-B components and the TDF, along with suggestions of implementation practices for harm reduction at student population level.

Becoming a student, i.e., learning a set of new skills and lifestyles is an inevitable task for young people joining higher education (HE). Using Perrenoud’s (1995) conceptualization of the student’s role as a theoretical framework, this paper intends to reflect on the construction of students’ identities and its repercussions on their academic success through analysis of the discourse between HE students. How students try to intertwine their personal lives with the demands of their new roles as higher education students is also discussed. Qualitative data analysis was conducted using semi-structured, in-depth interviews with 30 engineering students. Our analysis of the results confirmed that attending HE can indeed be conceptualized as the exercise of a “craft”. This craft could be taught in different ways, with more or less success, in the light of the construction of one’s own social identity with more focus on either their role as student or their role as a young person. The results allow for the emergence of a conceptual framework which, crossing the investment in their social role as students with academic success, brings out distinctive dimensions: “Live to Study”, “Study to Live”, “Study without living” and “Live without study”. These dimensions provide four major student profiles that can advise the management of higher education institutions to strategically take actions to promote not only student success, but also the pedagogic efficiency of their educational programs.

During the COVID-19 pandemic, higher education students were reported as one of the most affected in terms of wellbeing. In the current study, we explored higher education students’ self-perceptions on why and how their mental wellbeing was affected by the COVID-19 pandemic and its related measures. Focus group discussions with potentially vulnerable university student groups, as well as university staff, revealed that the students described the pandemic as a period of reduced mental wellbeing. Overall, students identified two main reasons for this: the lingering aspect of the pandemic and restricted social contact and support. Moreover, we identified several underlying factors of specific student groups’ vulnerability in terms of wellbeing: entering the university during the COVID-19 pandemic and students’ living situation, employment status, financial stress, and home environment. Moreover, as a potential mitigating factor, the availability of university facilities during the COVID-19 pandemic emerged as beneficial for students’ mental wellbeing. Our results indicate the importance of universities acting as social spaces that facilitate connection and peer support and, thus, working preventively towards the improved mental wellbeing of students. Furthermore, university support in providing facilities to increase inclusivity should be organized or improved.

Objective – This paper addresses the financial literacy issue in different countries and contexts, comparing it with the financial Literacy of Portuguese Higher Education Institutions (HEI) students. The objective is to identify the growing need for knowledge in this area and to correct the population's attitude and behavior. This study identifies the main conditioning variables of the financial Literacy of this group of individuals, contributing to developing conditions and procedures that would improve the financial Literacy of European students as an essential element of their personal and professional success. Methodology –This study was based on a survey using a sample of 1017 students from 18 institutions. Ordinal regression was used to determine the predictors of financial Literacy. Findings – The literature review shows different results of structural aspects of the same central questions related to financial Literacy among HEI students. The conclusions of the study are in line with the literature review. Nevertheless, empirical research shows that Portuguese students' financial Literacy is lower than students from other countries, highlighting the need to improve their knowledge in this area by correcting the focus group's attitude and behavior. The study identifies the main conditioning variables of the financial Literacy of this group of individuals. Novelty – HEI students who study finance present a higher level of financial knowledge and relatively more confidence in managing their money, the same for working students. No significant gender differences are observed, and these facts align with some authors. However, it is noteworthy to mention that several researchers observe alternative conclusions. This study shows an evolution of the situation followed twelve years earlier, with the same population, but confirms HEI students' low financial literacy level. This research also contributes to the main study promoted by OECD and included on the 2030 agenda of the United Nations (U.N.). [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the risks of learning through digital technology and to design the individual and academic responsibilities. We propose answering the following research questions: Are higher education students and their families equipped with digital devices? What strategy do students use in their individual learning? How frequently do they get involved in various added digital activities (gaming, social media communication, surfing the Internet)? What are the risks of excess time spent online? A total of 2210 higher education students from five European countries, Romania, Slovakia, Hungary, Serbia, and Ukraine, participated in the quantitative study, the data being collected by the Center of Higher Education Research and Development at the University of Debrecen, Hungary in 2019. The analysis of the data is based on the advanced statistical test carried out with the SPSS program. The results indicated that most students come from families that possess essential digital devices (smartphone, PC, notebook) with an internet connection, regardless of the country of origin. The students' learning strategy is mixed: they use the virtual and real environment. More than half of the students declared that they never learn by watching tutorials or listening to audio recordings. Reflecting on themselves, more than a third of them stated that they generally spend too much time online. Daily surfing, gaming, and communicating on social networks are those added activities that significantly multiply their chance of spending too much time in a virtual environment. The binary logistic regression analysis proves that these students have a four times greater chance of developing a concentration crisis. In addition, it is characteristic for there to be a general time management crisis that implicitly contributes to the development of a deadline crisis in learning, and another risk is the duplication of intention to drop out of university. [ABSTRACT FROM AUTHOR]

In the article, taking into account the deontological aspects of the educational process of students of higher education in the field of health care, the peculiarities of the organization and samples of research activities of students of the Poltava State Medical University are considered; the expediency of using non-auditory forms of scientific work is justified on the example of the functioning of the student scientific society as a necessary component of the process of forming future doctors' professional competence for self-development and selfrealization. The main principles of medical deontology are systematized, which takes into account three types of norms: moral as the object of studying professional ethics; deontological, transmitted orally and manifested in communication and relationships; legal ones, which allow to form the professional competence of the students based on the logical right of doctors to professional dignity and honor and contain normative principles of the doctor's behavior. The indisputable principles of scientific research activity of future specialists in the field of health care are defined as the deontological orientation of knowledge, the objectivity of scientific position, which ensures universal significance of science conclusions; the responsibility of young scientists who develop mathematical models of diseases and determine treatment methods together with the doctor; taking into account the general and the individual in the creativity of the scientific team; the impossibility of opposing technology and technical progress to medical thinking, experience, and personal qualities. Conclusions have been made regarding the fact that the most crucial deontological quality of a future doctor-researcher is a set of appropriate moral norms determined by professional activity, a caring attitude towards the patient and high professionalism, the desire to constantly improve one's own professional qualifications and scientific literacy; that medical deontology in the process of scientific research activity of future healthcare professionals is expressed in the scientific and ethical potential, in the need for self-improvement in the conditions of further professional activity. In the perspectives of the research, there is a review of the deontological aspects of the scientific and research activity of higher education students in the field of health care with the aim of a comprehensive approach to the integration of scientific and practical medicine, and professional deontology. [ABSTRACT FROM AUTHOR]

Music education is one of human kind most universal forms of expression and communication, and it can be found in the daily lives of people of all ages and cultures all over the world. As university life is a time when students are exposed to a great deal of stress, it can have a negative impact on their mental health. Therefore, it is critical to intervene at this stage in their life so that they are prepared to deal with the pressures they will face in the future. The aim of this study was to see how music education affects university students' mental health, with emotional intelligence functioning as a moderator. The participants in this research were graduate students pursuing degrees in music education. Non probability convenience sampling technique was used to collect and evaluate the data from 265 students studying in different public and private Chinese universities. The data was gathered at a time, and therefore, the study is cross-sectional. The data was collected from January 2022 till the end of March 2022. Many universities have been closed because to COVID-19, therefore data was also gathered online through emails. The data was analyzed quantitatively using the partial least squares (PLS)–structural equation modeling (SEM) technique. The findings backed up the hypotheses. The results revealed that there is a significant effect of music education on student's mental health. Also, emotional intelligence as a moderator significantly and positively moderates the relationship between music education and students' mental health. Music has numerous physiological aspects, and listening to it on a daily basis may be beneficial to your general health and well-being. Furthermore, musicians and music students with a high level of emotional intelligence have a better chance of not just performing well in school, college and university or in the music industry, but also of maintaining mental health and improving it. [ABSTRACT FROM AUTHOR]

This research synthesizes the most recent studies on the international student mobility of higher education students. Our aim is to begin to conceptualise and predict the barriers, enablers and determinants from an organisational psychology perspective that may contribute to the limited decision making of higher education students to become internationally mobile. Previous studies were used to examine the uncertainties and difficulties documented in other international student groups to try to understand the determinants of internationally mobile versus non internationally mobile students, and make transferrable conceptual links to South African higher education students. These conceptual links are framed in an organizational psychology perspective. This article uses a systematic review methodology and began by framing review objectives, identifying relevant publications, establishing criteria for selecting the studies that were analyzed, summarizing the evidence found, and drawing relevant conclusions. A conceptual model is proposed as an extension of the current international student mobility literature and merged with organizational psychology theory to develop a new future research line. Research limitations are addressed, and practical implications are discussed to assess whether interventions can be created to support international mobility decision-making amongst international students in general, and South African higher education students in particular, to create a globally competitive workforce and sustainable employment paths.

This study delivers new insights on students' experiences who have studied their courses at least one semester during the Covid-19 Pandemic. We collected 199 respondents and analyzed the result of the questionnaire. The first finding is that students rather use discussions as a method to conduct online learning in classes. Students also would prefer both methods (asynchronous and synchronous) during online learning. We categorized students' learning experiences into intimacy and connection, supports, coordination and collaboration, technical difficulties, and traits. This study concludes that whole experiences about online synchronous learning did not change, except for the lack of personal support from lecturers when students face difficulties in certain subjects and hardware malfunction during classes. We recommend that lecturers pay more attention to students with less comprehension ability. We also recommend that lecturers run more creative ways other than lecturing in classes and limit lecturing time to decrease boredom.

Music education is one of human kind most universal forms of expression and communication, and it can be found in the daily lives of people of all ages and cultures all over the world. As university life is a time when students are exposed to a great deal of stress, it can have a negative impact on their mental health. Therefore, it is critical to intervene at this stage in their life so that they are prepared to deal with the pressures they will face in the future. The aim of this study was to see how music education affects university students’ mental health, with emotional intelligence functioning as a moderator. The participants in this research were graduate students pursuing degrees in music education. Non probability convenience sampling technique was used to collect and evaluate the data from 265 students studying in different public and private Chinese universities. The data was gathered at a time, and therefore, the study is cross-sectional. The data was collected from January 2022 till the end of March 2022. Many universities have been closed because to COVID-19, therefore data was also gathered online through emails. The data was analyzed quantitatively using the partial least squares (PLS)–structural equation modeling (SEM) technique. The findings backed up the hypotheses. The results revealed that there is a significant effect of music education on student’s mental health. Also, emotional intelligence as a moderator significantly and positively moderates the relationship between music education and students’ mental health. Music has numerous physiological aspects, and listening to it on a daily basis may be beneficial to your general health and well-being. Furthermore, musicians and music students with a high level of emotional intelligence have a better chance of not just performing well in school, college and university or in the music industry, but also of maintaining mental health and improving it.

Abstract Background The surge of COVID-19 infections has prompted many countries to take unprecedented policy measures. In Belgium, the authorities implemented a nation-wide stay-at-home order for several months. Evidence of the mental health effect of such measures is scarce. A recent review by Brooks et al. has compiled a defined list of stressors affecting people’s mental health under quarantine during previous epidemic settings. This study aims to test the association between these stressors and the mental health of students attending higher education during the stay-at-home order in Belgium. Methods In this cross-sectional study, 18,301 students from 13 higher education institutions (HEI) participated in an online survey between 26 April and 11 May 2020. We assessed the association between potential stressors and depressive symptoms severity scores and structural equation modeling was used to assess how stressors may mediate the association between duration of exposure and depressive symptoms severity. Results The stressors proposed by Brooks et al. were found to be associated with depressive symptoms severity. The stressors ‘perceived academic stress’, ‘institutional dissatisfaction’ and ‘fear of being infected’ were associated with substantially higher depressive symptoms severity scores. The association between duration of exposure and depressive symptoms severity was mediated by ‘academic stress’. Being in a steady relationship and living together with others were both associated with a lower depressive symptoms severity. Conclusion Findings underline the need for a student-centered approach and mental health prevention. Authorities and HEIs should consider whether and if so, how a stay-at-home order should be implemented.

The discourse that revolves around the Fourth Industrial Revolution in Vietnam has witnessed participation from policy makers, business circles, and academics. This study sought to explore the future of Vietnamese workforce's awareness and competencies in meeting labour market needs in the Fourth Industrial Revolution. To capture these awareness and competencies, the study used the mixed method. Questionnaires were initially conducted with 800 third- and fourth-year students who were studying in four fields: social sciences and humanities, science and technology, natural sciences, and finance and banking in public and private universities in Ho Chi Minh City. Thirty lecturers and managers from private and state-owned enterprises were then invited to participate in interviews to gain a multidimensional perspective. Analyses showed the large proportion of students had heard of the Fourth Industrial Revolution primarily from the media, which led to a difference in both awareness and behaviour towards the Fourth Industrial Revolution. The survey students had a positive outlook on employment trends, but felt doubtful and diffident about job-seeking after graduation. From a multidimensional perspective, the study also pointed out obsolete knowledge, traditional teaching, and the shortage of connection between universities and enterprises. The present study provided significant implications for higher educational institutions in the development of future training programmes to prepare the future workforce for the digital economy. [ABSTRACT FROM AUTHOR]