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This phenomenological study explored five literacy academics' experiences with utilizing social media as scholarly practices and the factors that influenced their experiences over time through a participatory culture lens. The research questions investigated the experiences that contributed to their decisions to participate, in what ways, and on what platforms. Our interpretive phenomenological analysis surfaced six themes that have implications for digital scholarship and contextualized scholarly identities. In the academic tradition of the field of education, university faculty are deeply engaged in the rigorous process of conducting and publishing research in peerreviewed journals. This tradition is rooted in the foundational work of early educational theorists like John Dewey (2001/1916), who emphasized the importance of empirical research and reflective practices in education. Despite the robust tradition of peer-reviewed research in education, significant challenges remain in ensuring that these findings are accessible to the public and effectively reach practitioners. One major issue is the paywall barrier, where many peerreviewed journals require expensive subscriptions, limiting access to only those affiliated with institutions that can afford them (Tennant et al., 2016). This restriction often excludes teachers, administrators, and policymakers who could greatly benefit from current research. The peer review process can take six months to a year or more to complete with multiple rounds of revisions and editing, therefore, further delaying research to practice opportunities (Björk & Solomon, 2013). Many university academics leverage the affordances of social media (SM) as a more democratic way of connecting with lay audiences (Iloh, 2018; Waheed et al., 2021). At a time when SM transcends its initial role of personal connectivity, academics navigate the convergence of personal, professional, and public spheres within these digital and physical landscapes. Traditionally, academic scholars share findings and educational implications of their research in journals published by professional organizations or institutions of higher education and education conferences, hoping their research will reach teachers and inform new practices. However, the ways of participation in public scholarship have become diverse as more and more scholars choose to engage online through various SM. This study explores the multifaceted experiences of scholars engaging in SM, considering the evolving nature of academic participation and its impact on their identities and scholarly endeavors. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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.)

Two decades after the Standing Conference of Ministers of Education and Cultural Affairs of the German Länder (KMK) had published a first set of standards for foreign language teaching (FLT) for grades 5-10 at secondary school level (KMK 2004; 2005), new joint standards were decreed (KMK 2023). Whereas functional communicative competences and intercultural competence are clearly prioritised, lexis and grammar are assigned a subordinate role (a "serving function", KMK 2004: 14, 2005: 13). This text explores in detail how the KMK standards deal with these two core areas of FLT and in how far the approach taken by the KMK is conducive to sustained and lasting success in foreign language learning and teaching. In addition, the decision made by the authors of the new generation of curricular standards to merge lexis and grammar as "lexicogrammar" is commented on since vital aspects of language learning such as the study of grammar and vocabulary may be overlooked by practicing teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educação Por Escrito is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 Via Inveniendi et Iudicandi is the property of Universidad Santo Tomas 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.)

Introduction: Different techniques are employed to contain the carious process: non-invasive, microinvasive, and invasive, and with restorative needs. Thus, it is essential that dentists are duly updated regarding scientific evidence and perform with skill and precision the techniques proposed as treatment, being aware of the consequences and risks, and aiming at the most conservative therapy. Objective: To identify the clinical practices for the treatment of deep carious lesions used by dental surgeons of the Family Health Strategy (FHS) program of a Brazilian city. Material and methods: This was a quantitative and cross-sectional study carried out with 43 dental surgeons from the FHS program in the city of Sobral, State of Ceará, Brazil, using a Google Forms online questionnaire, containing questions related to the clinical criteria used during caries removal, deep dentin caries removal techniques, lining materials, survival rate of some treatments, in addition to sociodemographic data and questions regarding professional qualification. Results: Among those interviewed, 62.8% were aged between 25 and 30 years. Most dentists (58.7%) considered that the cavity floor should be hard at the end of the carious dentin removal, which demonstrates the nonadherence to Selective Carious Tissue Removal (SCTR) protocols. Only 25.6% considered SCTR a treatment with a chance of success and a 2-year survival rate greater than 80%. More than half of the interviewees (51.2%) disagreed with the maintenance of carious tissue in the axial/pulp walls of deep cavities to preserve pulp vitality. More invasive treatments were preferred in a greater proportion by dentists who work exclusively in the public sector (66.7%) compared to those who also work in the private sector (17.6%) [p=0.002], with an evident need for cariology education workshops and more studies on the topic. Conclusion: The dentists who participated in the study showed little adherence to less invasive techniques in the treatment of deep carious lesions. [ABSTRACT FROM AUTHOR]

Background: In today's era, characterized by fluctuating job markets and dynamic business environments, personal attributes such as career adaptability and proactive personality will increasingly influence the post-graduation career trajectory of students. In this context, the research literature shows that career adaptability and proactive personality play an undeniable role in the formation of students' entrepreneurial intention, which is considered an important prerequisite for starting a business. Theoretical evidence suggests that their adaptability resources influence entrepreneurial intention among students. Moreover, the development of career adaptability is intricately linked to a proactive personality, which enables individuals to discern opportunities and devise apt solutions amid uncertain environments, as posited by the Career Construction Theory. In this context, empirical exploration into the nexus of a proactive personality, career adaptability, and entrepreneurial intention remains scarce. Hence, this study aimed to examine the mediating influence of career adaptability between proactive personality and entrepreneurial intention among agricultural students. By fulfilling this research objective, not only does this study contribute to the depth of literature on entrepreneurial intention, but it also sheds light on the significance of fostering career adaptability among agricultural students. Methods: The research adopted a quantitative approach, employing survey methodology and a cross-sectional time frame for data collection and correlational-causal data processing for analysis. The statistical population comprised fourth-year undergraduate agricultural students enrolled in public universities across Iran. Employing the inverse square root method, a sample of 384 students was selected utilizing a multi-stage sampling technique, wherein two universities were randomly chosen from each of the five regions under the Ministry of Science, Research, and Technology, amounting to a total of ten universities. Data were gathered from students enrolled in the selected universities. The research utilized questionnaires assessing entrepreneurial intention (6 items), proactive personality (3 items), and career adaptability (12 items), designed on a five-point Likert scale within the native Porsline system and distributed online. The validity of the research instruments was ensured through reviews and confirmation by a panel of agricultural education experts. Additionally, reliability was established via a pilot study and calculation of Cronbach's alpha coefficient (α > 0.7). The measurement model's validity was affirmed through factor loading calculations and assessments of convergent validity, discriminant validity, and reliability, utilizing Cronbach's alpha coefficient and composite reliability (α and CR > 0.7; AVE > 0.5; HTMT < 0.85). Structural equation modeling, employing the partial least squares approach, was employed for data analysis. The SmartPLS4 software facilitated the data analysis process. Results: The research findings empirically validated the mediating role of career adaptability in the relationship between proactive personality and entrepreneurial intention among agricultural students (β = 0.271, t = 5.174, p = 0.001). Notably, the results also indicate a direct influence of proactive personality on the entrepreneurial intention of the surveyed students (β = 0.291, t = 4.077, p = 0.001). Moreover, this positive effect is evident in both pathways: the direct relationship between proactive personality and entrepreneurial intention and the relationship mediated by career adaptability. Consequently, the career adaptability variable assumes a complementary mediating role in the relationship between proactive personality and entrepreneurial intention among agricultural students. This study highlights the significance of proactive personality and career adaptability as pivotal antecedents shaping the entrepreneurial intention of agricultural students. Thus, agricultural students with a proactive disposition can enhance their entrepreneurial intention by fostering their career adaptability. Furthermore, the research findings highlight that both direct and indirect effects exhibit comparable strength, collectively explicating 43.5% of the variance in entrepreneurial intention among agricultural students. Hence, enhancing students' career adaptability is indispensable for fostering entrepreneurial intention within agricultural universities. Conclusion: The findings demonstrate that the career adaptability of agricultural students, serving as a psychological resource, significantly influences the development of their entrepreneurial intention. Furthermore, a proactive personality trait shapes career adaptability. Thus, this research emphasizes that the formation of entrepreneurial intention among agricultural students relies on personal resources, encompassing both career adaptability and proactive personality. Consequently, agricultural higher education institutions aspiring to cultivate entrepreneurial intentions among their students should prioritize initiatives aimed at enhancing career adaptability. These efforts could include organizing educational workshops and inviting successful entrepreneurs. Similarly, fostering proactive personalities can be achieved through empowerment programs and related activities. In essence, the insights collected from this study can inform the design of targeted programs geared toward instilling entrepreneurial intentions among agricultural students. To foster entrepreneurial intention among agricultural students, agricultural higher education institutions are advised to enhance students' career adaptability by engaging entrepreneurs from the agricultural sector and organizing diverse educational workshops, including those focusing on soft skills development. Moreover, initiatives aimed at cultivating a proactive personality among students, such as psychological empowerment programs, can further facilitate the enhancement of their career adaptability. By implementing these strategies, institutions can effectively prepare agricultural students to embark on entrepreneurial endeavors in the agricultural domain. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Diversitätsforschung und -Management is the property of Verlag Barbara Budrich GmbH 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 Form@re is the property of Firenze University Press 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 Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 examined teachers' professional competencies as determinants of students' academic achievement in Mathematics in Uyo Education Zone of Akwa Ibom State, Nigeria. Two hypotheses were formulated to guide the study. Literature relating to the variables under study was reviewed. Ex-post facto research design was adopted. A sample of 800 out of 7479 students was selected using stratified and simple random sampling procedure. The instruments itled Teachers' Professional Competencies (TPC) and Mathematics Academic Achievement Test (MAAT) Items were used for data collection. The reliability estimate of the TPC was established using Cronbach Alpha giving a reliability estimate of .78 for teachers' lesson presentation and .79 for teachers' knowledge of the subject mastery while MAAT was established using Kuder Richardson formula K-R20 at. 80. These estimates having met the criterion for stability, warranted in use for data collection. Linear Regression was adopted to test the two hypotheses at .05 level of significance. The result of the analysis revealed that teachers' lesson presentation and teachers' knowledge of subject mastery significantly predicts students' academic achievement in Mathematics. Based on this finding, it was recommended among others that teachers should regularly attend conferences, seminars and workshops of stakeholders in education in order to improve their competence in lesson presentation, subject mastery and enhance students' academic achievement in Mathematics. [ABSTRACT FROM AUTHOR]

Improving the quality of education through effective teaching evaluation is crucial. A scientific and rational assessment system for physical education is important. The assessment of teaching is a complex and dynamic process, but utilizing the cutting-edge technology of fuzzy neural networks can help navigate this complexity. This study aimed to improve the assessment of physical education classes. The first step towards creating a multi-index evaluation system for college physical education instructors' performance is to use the analytical hierarchy technique. This technique evaluates the instructor's teaching content, method, attitude, and influence. In this study, a system was developed for physical education using a fuzzy neural network model to evaluate faculty members in college-level physical education workshops. The input for the fuzzy neural network model is the assessment evaluation, and its output is a vector that indicates the quality of the college physical education received by the student, classified as great, good, average, or bad. Compared to other approaches for evaluating the quality of physical education courses in higher education, the fuzzy neural network model has shown higher accuracy, specificity, sensitivity, and F1 score. After implementing the proposed methods for imparting physical education, there was a significant improvement in accuracy (95%), specificity (94%), sensitivity (92%), and F1 score (93%). The proposed method is more efficient than the traditional approaches. [ABSTRACT FROM AUTHOR]

Architects are crucial to creating a more sustainable building practice. Integrating availability-based design and build workshops with education enables participants to become potential change-makers. A two-week experiment in Denmark showcased circularity through a temporary structure based on reclaimed components and a complex site. The setup allowed deep-learning through personally experienced boundaries and regular reflection for both the interdisciplinary participant and teaching team. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 summarizes the discussions and reflections that took place at the XII Research Conference in Education in Córdoba, Argentina. Over 700 researchers gathered to share their work and research in the field of education. The debates focused on knowledge production, inequalities and working conditions, and challenges in higher education. The importance of interdisciplinarity and the connection with the desire to learn in educational research was also discussed. The importance of educational research as a tool for transformation is highlighted, and readers are invited to exercise critical thinking. [Extracted from the article]

The article focuses on collaboration and friendship between Philippa Mein Smith and Peter Beilharz, spanning over two decades, where their intellectual bond evolved around themes such as the Antipodes and cultural traffic. It details their shared academic journey, encompassing collaborations, workshops, and discussions across Australia and New Zealand, showcasing their joint endeavors in examining Antipodean perspectives and challenging national narratives within the academic sphere.

Backgrounds and aims: The ethnobotanical heritage of the Huarpe community has not yet been documented, and could be lost. The objective of the work was to compile the medicinal ethnobotanical knowledge of the Huarpe Nation People of San Luis (Argentina) of the La Represita area, through dialogical meetings between the members of the community and the university. M&M: The fieldwork included semi-structured interviews and surveys of 31 residents, three workshops with the local educational community, and two meetings open ti the entire population. An analysis of the medicinal uses of local plant resources was carried out, which included the calculation of ethnobotanical indices: Relative frequency of citation, Fidelity level, Use Value and Novelty index. Results: The number of taxa used by the inhabitants for medicinal purposes was 48 and the most used parts of the plants were the leaves and stems, mainly in the form of infusion. Through the calculation of ethnobotanical indices, it was obtained that the aromatic plants were particularly important as medicinal resources. Fourteen medicinal and three veterinary etic categories were registered, the most prominent being those related to human digestive and respiratory disorders. Conclusions: Huarpe inhabitants of San Luis, and particularly women, treasure important knowledge about medicinal plants that are part of the actions of their daily life. For this reason, it is important to continue research through new studies that include the residents of the Huarpe Pinkanta community of San Luis. [ABSTRACT FROM AUTHOR]

The AASA Journal of Scholarship & Practice provides information on the AASA Leadership Network, which offers professional learning opportunities for educational leaders focused on student-centered, equity-focused education. The AASA Learning 2025 Commission is working to prepare students for the future through a national network of demonstration systems. The article also highlights resources and events available through AASA, including webinars, member benefits, and publications. Additionally, there is information on the Live Well. Lead Well. campaign, superintendent salary studies, and resources for educational leaders. [Extracted from the article]

University students in Abu Dhabi used stimulants and nutritional supplements at gyms. The study pinpointed variations based on the variables (years of practice, education level, age, and gender) and other. 512 male and female students from various colleges made randomly up the sample. The questionnaire was used to obtain the results. Findings revealed that (46 %) took tablets at a rate of (30.9%), (9.8%) take injections at a rate of (6.3%). Statistically, (8.2%) used supplements for more than five years, (91.2%) of students realized the difference between nutritional supplements and stimulants. The first-year attained the greatest rate in age variable. However, the gender variable was (63.1%) for males and (36.9%) for females in (19-25 Years) age group. The years of physical activity variable showed the most in the use of nutritional supplements and stimulants. All in all, this is to provide supervision for gyms and nutrition centers, get doctor's approval for such materials, and conduct educational courses and workshops for trainers and gym supervisors to limit stimulants and supplements use. [ABSTRACT FROM AUTHOR]

The article discusses the NYU Steinhardt Program in Educational Theatre's Forum series, which began in 2003 as a conference on assessment in arts education. The Forum has covered various topics within drama education and provided a space for practitioners to share insights and experiences. The author reflects on the importance of unity, purpose, self-determination, and collective work in the field of Educational Theatre, while considering the challenges of exporting this work to other cultures. They emphasize the need for critical engagement and equitable partnerships to promote social justice and equity. The article also includes an editorial expressing concern about limitations on promoting critical consciousness and rehearsing for revolution in certain parts of the world, and highlights upcoming events and publications in the field of Educational Theatre. [Extracted from the article]

The National Association for Kinesiology in Higher Education conference theme – Leading Beyond the Campus: Driving Change as Experts – responds to public policy demands and signals consequential choices. Many choices are illuminated by the prototype for the Neo-liberal university. Essentially, economic development imperatives give rise to accountability requirements to demonstrate the value-added effects of degree programs and research. Two frameworks – one for professional socialization and the other for knowledge production – invite and necessitate outreach/engagement partnerships and networked improvement communities. These collective action formations facilitate professional socialization/education, fuel knowledge generation/sharing/use, and announce a helping discipline which accepts shared accountability for desirable outcomes and societal impact. [ABSTRACT FROM AUTHOR]

Issue 23 of the journal Cuadernos de Educación is published amidst a historic mobilization in defense of Public Universities in Argentina. The article reflects on the military dictatorship and the recovery of democracy, highlighting the importance of education and public universities. It mentions the creation of the Research Center of the Faculty of Philosophy and Humanities (CIFFyH) in 1987, as well as the First Research Conference in Education and the creation of the journal Cuadernos de Educación in 1999. The journal has faced challenges and pressures throughout the years, but it remains an academic, political, and pedagogical project that seeks to resist neoliberalism in education. The article emphasizes the importance of strengthening research in humanities and education, as well as the need to adapt to international standards without losing autonomy and individual construction. The new issue of the journal presents articles that aim to expand educational rights and conduct epistemological research. [Extracted from the article]

The article highlights the unmet needs in the management of hidradenitis suppurativa (HS), a dermatological disease. It mentions the lack of dermatology education in medical programs, which delays early diagnosis. Additionally, the lack of specialized clinics and educational campaigns about the disease is emphasized. The importance of a comprehensive approach and the need for Colombian clinical guidelines for HS management are highlighted. The importance of Doppler ultrasound as a supportive tool in diagnosis and disease monitoring is also mentioned. The need for dermatologists to be familiar with medical-surgical options and collaborate with other specialties in severe and complex cases is emphasized. [Extracted from the article]

This article discusses the design and implementation of an inquiry-based activity aimed at addressing a temperature-energy misconception among students. The activity focuses on the heating curve of water and the phases of melting, heating, and boiling, highlighting the energy delivered to the water. By making incorrect predictions based on the misconception, students are able to observe contradictory evidence and correct their misconceptions. The article describes the technical and pedagogical issues encountered in designing and implementing the activity, and includes a lesson template in the appendix. The activity aims to promote cognitive conflict and update students' mental models through the use of predictions, observations, and technology. The article concludes by emphasizing the importance of addressing misconceptions in interdisciplinary programs such as sustainable energy. [Extracted from the article]

The article discusses the growth and development of scholarship in health professions education in the Asia Pacific region. The author highlights three themes that have emerged in this field: interprofessional education and practice, the scholarship of teaching and learning, and the growing role of technology. The article emphasizes the importance of interprofessional collaboration, the need for effective teaching practices, and the potential benefits and challenges of using technology in health professions education. Overall, the article suggests that these trends will shape the future of health professions education in the region and beyond. [Extracted from the article]

The article discusses the concept of placemaking and its importance in geography education. It highlights the National Council for Geographic Education (NCGE) as an organization that promotes teaching geography and encourages member engagement. The article presents a four-part typology for members to become NCGE Placemakers, ranging from small contributions to long-term projects. It emphasizes the power of people in shaping places and the opportunities for teachers, learners, researchers, and advocates to drive the direction of geography education. The article concludes by encouraging readers to take an active role in becoming NCGE Placemakers and designing their own pathways to contribute to the organization. [Extracted from the article]

The article "MM Serra: A Witness to the World" highlights MM Serra's significant contributions to the world of cinema and art preservation. Through her dedication to the moving image, Serra has curated impactful retrospectives and preserved important works, such as Jack Smith's Apartment. Her commitment to honoring artists and preserving their legacies is evident in her self-witnessing works and restoration efforts. Joe Wakeman, the author, considers Serra a mentor and treasured friend, emphasizing her role as a true cinema historian and advocate for art preservation. [Extracted from the article]

Chemistry Teacher International (CTI) is an open-access journal that focuses on publishing good practice reports in chemistry teaching. It was initiated by Jan Apotheker and launched in June 2019. The journal aims to bridge the gap between research and education, provide a platform for IUPAC and EuChemS activities in education, and build an international journal not tied to a specific area or nation. CTI collaborates with various organizations, such as the European Chemical Society and the Federation of Asian Chemical Societies, to support chemistry education worldwide. Since its inception, CTI has grown significantly, publishing papers from authors in 33 different countries. It has been indexed in key databases and has an Impact Factor of 1.5. The journal expresses gratitude to its editors, reviewers, readers, and authors for their contributions and support. Due to the increase in submissions, the number of Associate Editors and the formation of an Editorial Advisory Board will be implemented in the future. [Extracted from the article]

This document is a collection of articles from the Canadian Journal of Surgery, covering various topics related to surgical education and practice. The articles provide valuable insights and recommendations for medical students, residents, and practicing surgeons. Some of the topics discussed include the use of near-peer tutoring in virtual anatomy learning, the effectiveness of debriefing sessions for surgical exposure, the impact of assessment experiences on resident and faculty emotions, the promotion of equity, diversity, and inclusion in medical residency programs, and the use of virtual patient case simulations in surgical teaching. The articles also highlight the importance of specialized workshops in enhancing surgical skills and preparing residents for complex procedures, as well as the validity of virtual simulation tools for training in specific surgical techniques. Additionally, the document includes studies on the importance of knowing and using names in the operating room for building trust, improving teamwork and communication, and creating a positive work environment. Other topics covered include the development of case-based learning curricula, the gendered experiences of women in surgery, simulation training for crisis resource management, and the accuracy of language models in answering questions about pediatric surgery. [Extracted from the article]

The final document of the Seventh International Conference on Adult Education (CONFINTEA VII) titled "CONFINTEA VII Marrakech Framework for Action Harnessing the transformational power of Adult Learning and Education" has been published. The document was drafted by representatives from 142 UNESCO member states, as well as representatives from civil society, social partners, UN agencies, intergovernmental organizations, youth, and the private sector. It addresses the challenges and progress in adult education since the last conference in 2009 and sets out a roadmap for the further development of adult education until 2030 and beyond. The document emphasizes the importance of lifelong learning and adult education for sustainable development and calls for actions to promote gender equality, social cohesion, and peace. The final document of CONFINTEA VII highlights the significance of the framework as a reference document for the summit. It mentions various principles and priority areas for promoting adult education and lifelong learning, including the promotion of literacy, the creation of a new social contract, the role of adult education in climate protection, access to digital learning, and the preparation of adults for the future of work. It emphasizes that lifelong learning must create a culture that is accessible to all learners and that funding for adult education should be increased. CONFINTEA VII has adopted the Marrakech Framework for Action to harness the transformative power of adult education and lifelong learning for a socially cohesive, fulfilling, inclusive, and sustainable future for all. The framework emphasizes the importance of funding for adult education and calls for expanding international cooperation and global mechanisms for financing development cooperation in the education sector. It highlights measures to promote diversity, inclusion, and equality in adult education, as well as strengthening transversal skills and the connection between education and health. The implementation of the framework should be supported through regular reviews and the exchange of best practices. [Extracted from the article]

The article titled "CONFINTEAVII in the Context of Global Education Goals and Sustainable Development - Introduction to the Special Issue" deals with the connection between the CONFINTEA Conference on Adult Education and the Sustainable Development Goals (SDGs). UNESCO plays an important role in international education policy and has developed various instruments to influence national developments. CONFINTEA VI took place in 2009 and emphasized the importance of lifelong learning. The article also mentions the Global Report on Adult Learning and Education (GRALE), which is regularly published and addresses important topics. The text describes the various conferences and reports in the field of adult education organized by UNESCO. It is mentioned that adult education has often been neglected, but has gained greater importance in more recent reports. The role of the International Council for Adult Education (ICAE) is also highlighted. The conferences and reports have addressed topics such as health, employment, social inclusion, and citizenship education. UNESCO also acts as a think tank and has produced various reports on educational reforms. The conferences took place in various countries, including Europe and Africa. Adult education plays an important role in achieving global education goals, particularly in relation to work and economic growth, reducing inequalities, climate protection, and peace. The journal International Review of Education discussed the future of adult education and lifelong learning in a special issue and provided recommendations for the recognition and professionalization of adult education, as well as the establishment of Community Learning Centers (CLCs). The recommendations of the CONFINTEA VII conference incorporated these recommendations into their discussions and closing statements. The conference took place despite the limitations imposed by the COVID-19 pandemic and allowed for broad participation through digital formats. The Institute for International Cooperation of the German Adult Education Association (DVV International) conducted a workshop on the importance of CLCs for adult education. The conference recommendations emphasize strengthening adult education at the local level and the need for dedicated institutions such as CLCs. The implementation of these recommendations poses a major challenge that has been accepted by UNESCO member states. The text deals with various aspects of adult education and its significance in the context of global education goals. It sheds light on various perspectives, including European adult education policy, the role of science in adult education, the design of adult education in different countries, and the professionalization of adult education. The text also mentions the Marrakech Framework for Action (MFA) as the final document of CONFINTEA VII, which serves as a recommendation for the further development of adult education in Germany. The aim of the text is to emphasize the importance of adult education in Germany and highlight its role in the context of lifelong learning and global education goals. The CONFINTEA VII conference is a UNESCO World Conference on Adult Education, where processes and outcomes are discussed. The text also addresses the University Course "Global Citizenship Education". Other topics include the role of adult education within lifelong learning and the importance of adult education for the implementation of the sustainable development goals of the Agenda 2030. Various publications are mentioned. [Extracted from the article]

Despite the clear influence of poor sleep on mental health, sleep education has been neglected in psychology training programs. Here, we develop a novel behavioral sleep medicine (BSM) education workshop, the Sleep Psychology Workshop, designed for integration within graduate psychology programs. We also examined the potential efficacy and acceptability of the workshop to upskill trainee psychologists in sleep and insomnia management. The Sleep Psychology Workshop was developed using a modified Delphi Method. Eleven trainee psychologists completing their Master of Psychology degrees (90% female, 24.4 ± 1.6 years old) attended the workshop, delivered as three, two-hour lectures (total of six hours). Sleep knowledge, attitudes, and practice assessments were completed pre-and post-intervention using the GradPsyKAPS Questionnaire. A focus group and 6-month follow-up survey captured feedback and qualitative data. Trainees' sleep knowledge quiz scores (% correct) increased from 60% to 79% pre- to post-workshop (p =.002). Trainees' self-efficacy to use common sleep-related assessment instruments and empirically supported interventions to manage sleep disturbances increased, along with their confidence to manage insomnia (all p <.02). Participant feedback was positive, with 91% of trainees rating the workshop as "excellent" and qualitative data highlighting trainees developing practical skills in BSM. Six months post-intervention, 100% of trainees endorsed routinely asking their clients about sleep, with 82% reporting improvements in their own sleep. The Sleep Psychology Workshop is a potentially effective and acceptable introductory BSM education program for trainee psychologists, ready for integration within the graduate psychology curriculum. [ABSTRACT FROM AUTHOR]

In the current digital environment, a wide variety of resources have emerged to support the teaching and learning processes. This research focuses on Open Educational Resources (OER), a technological innovation that, for its effective implementation within educational institutions, requires the active participation of teachers. The main objective of this research was to identify and solve some of the challenges faced by high school mathematics and physics teachers when incorporating OER into their teaching practice. To achieve this, an Open Educational Resources Workshop was designed and implemented. It was a qualitative research study that employs a Participatory-Action-Research methodology in which it was possible to identify repositories and platforms used by participating teachers. This process led to a change in the perception of the factor "Time to find, review, and select OER". The research involved the participation of 20 teachers with experience in teaching mathematics and physics at the high school level, in both urban and regional contexts, with at least one year of experience. This work contributes to the knowledge about the incorporation of OER into high school teaching practice in a Mexican context. In addition, it allows the identification of variations in the 5R model, which provides a framework for the implementation of OER in similar educational contexts. [ABSTRACT FROM AUTHOR]

Scientific education at the present time is a challenge for the development of the student who is trained as a teacher in the Psychology Pedagogy career, the main objective of this work being to offer some advisory workshops to teachers who are training in this career. The research is based on a diagnosis of the link between the scientific knowledge that the students possessed and its relationship with the university curricula they receive, for which psycho-pedagogical advice would be a resource from its function to guarantee the expected professional result. From the integrated application of research methods and techniques, the workshops could be proposed. The result of the research demonstrated its applicability. [ABSTRACT FROM AUTHOR]

This article reconstructs the acceptance of the so-called "lenguaje inclusivo" by multiple national universities in Argentina and problematizes their concerns, focusing on the responsibility of the Academic Writing Workshops of different university careers regarding this issue. In this direction, a naturalistic methodological approach, focused on the documentary analysis of more than fifteen resolutions of different university Boards of Directors that approved the free and optional implementation of non-sexist and inclusive language in textual productions of teachers, nonteachers and students, was carried out. The results show evidence that allows predicting that the trend towards acceptance of these uses of language does not seem to stop, on the contrary, it is grows exponentially. Therefore, it is concluded that it is necessary for the Academic Reading and Writing Workshops to assume the responsibility of offering the university community new tools to appropriate an unknown conceptual-methodological system, as well as of collaboratively building a descriptive grammar that guides those who wish to use inclusive language to do so in such a way that their texts are coherent and cohesive. [ABSTRACT FROM AUTHOR]

This research consists of student views on the distance education of applied workshop courses in fine arts education, because of the online education and training during the epidemic in the world and the earthquakes in Türkiye. Fine arts education workshop courses need a physical space by nature. At the same time, doing it under the supervision of a teacher results in positive effects in the development of art education. In this context, the research focused on the students who took the workshop course in fine arts education. The opinions of the students belonging to the fine arts education category regarding this situation were collected with semistructured interview forms. According to the results, the students who received art education accepted the importance of the workshop courses and wanted to increase their skills. Interviews were held with 21 students who took art education workshop courses. In these interviews, students expressed their opinions about the situations they need in the workshop lessons and the advantages and disadvantages of online education. 5 categories were reached by analyzing the interview forms made with the students who took the art education workshop course. Categories show the thoughts of the students that the workshop courses should be remote or face-to-face. These categories are advantages, disadvantages, physical environment, face-to-face education and positive or negative contributions to artistic development. The findings of this research were examined in detail and it was concluded that art education was received through face-to-face education. [ABSTRACT FROM AUTHOR]

Practical methodologies that include food safety and hygiene education in pedagogical activities are strategies to prevent foodborne diseases (FBDs). Thus, the aim of this study was to investigate the knowledge of 7th‐grade middle school students regarding food microbiology and food safety, and to apply workshop‐based educational strategies that focus on scientific literacy. The students (144) were initially evaluated using a Likert‐scale questionnaire (pre‐intervention, Q0) with ten objective questions on microbiology and food safety. Once the questionnaire was evaluated, interventions were conducted through five science workshops of 50 min, over a period of 5 months. The workshops included educational games, laboratory practices, videos, and lectures that addressed microorganisms that are known to cause the most common FBDs in Brazil. After each workshop, students were asked to express their opinions and understanding of the content through semi‐structured interviews. Six months after the end of the practical interventions, the students completed a second identical Likert‐scale questionnaire (post‐intervention, Q1), and the answers to both questionnaires (Q0 and Q1) were analyzed by calculating the middle rank. The middle rank of Q1 (mean = 0.65 ± 0.13) was 21% greater than the middle rank of Q0 (mean = 0.44 ± 0.16), and statistical significance was observed (p =.0135). This demonstrates that new information acquired during the workshops positively influenced learning. We believe that when practical approaches to food safety are included in school education as a priority, the prevalence of FBD will decrease. [ABSTRACT FROM AUTHOR]

The article presents information about the Mexican Council of Educational Research (COMIE) and its work in promoting educational research in Mexico. It mentions the foundation of COMIE in 1993 and the organization of national congresses on educational research and states of knowledge. These states of knowledge have allowed for the identification of trends, challenges, and opportunities in educational research in Mexico. The article also highlights the importance of national collaboration among researchers and the influence of the work carried out in the 1970s in the establishment of COMIE. It mentions the collection of states of knowledge by COMIE in three different decades and the challenges faced during the COVID-19 pandemic. The digitization and publication of states of knowledge are emphasized, as well as the improvement of management and coordination processes. [Extracted from the article]

The article highlights the establishment and early activities of Big Sky Kodály, OAKE's newest chapter, which began its formation at the 2022 Montana Music Educators' Association Conference, now progressing towards introducing Kodály philosophy to educators and planning its in spring 2024.

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A descriptive bibliometric analysis of works on artificial intelligence (AI) in science education is provided in this article to help readers understand the state of the field's research at the time. This study's main objective is to give bibliometric data on publications regarding AI in science education printed in periodicals listed in the Scopus database between 2002 and 2023 end of May. The data gathered from publications scanned and published within the study's parameters was subjected to descriptive bibliometric analysis based on seven categories: number of articles and citations per year, countries with the most publications, most productive author, most significant affiliation, funding institutions, publication source and subject areas. Most of the papers were published between 2016 and 2022. The United States of America, United Kingdom, and China were the top-3 most productive nations, with the United States of America producing the most publications. The number of citations to the publications indexed in Scopus database increased in a progressive way and reached to maximum number in 2022 with 178 citations. Most productive author on this topic was Salles, P. with four publications. Moreover, Carnegie Mellon University, University of Memphis, and University of Southern California have the maximum number of publications as affiliations. The National Science Foundation was the leader funding institution in terms of number of publications produced. In addition, "Proceedings Frontiers in Education Conference Fie" have the highest number of publications by year as a publication source. Distribution of the publications by subject area was analyzed. The subject areas of the publications were computer sciences, social sciences, science education, technology and engineering education respectively. This study presents a vision for future research and provides a global perspective on AI in science education. [ABSTRACT FROM AUTHOR]