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With this study we investigated strategies to support rural-based schools in teaching and learning during the COVID-19 pandemic. The research was conducted in 6 secondary schools in the Maune circuit, Capricorn North district of the Limpopo province, South Africa. A qualitative research approach using a case study research design was followed in the study. The population consisted of 42 school management teams (SMTs) and school governing bodies (SGBs) in the Maune circuit. Purposive sampling was used to select 18 participants. Data were collected through individual semi-structured interviews. A thematic approach was used to analyse the data. The social realist theory was adopted as theoretical framework using the concepts of structure, culture and agency as theoretical lenses. We found that the Department of Basic Education did not train SMTs and SGBs, which affected teaching and learning. We concluded that due to the unavailability of ICT infrastructure within the Maune circuit, teaching and learning during strict lockdown (coronavirus disease [COVID-19]) were impossible and difficult when learners were rotating attendance. We recommend a shift from a blanket approach to school support to conducting an intensive needs analysis for each school in order to provide appropriate and relevant support. A social realist approach to school support is also recommended, where structure and culture are considered critical attributes for school development. It will be good for policy makers, role players and stakeholders to work together towards a common goal and carry out their agential role in ensuring that the needs of marginalised learners are met in schools.

The purpose of this research was to identify the need for gender equality education. For this purpose, the views of mathematics, science, and information technology teachers on the current situation of gender equality in schools were determined. In addition, the awareness of sixth, seventh and eighth grade middle school students on gender equality was examined. This study was a descriptive research conducted in a qualitative context. In data collection, an interview form on teachers' views and a written view form on students' awareness about gender equality were used. Research data were collected in the spring semester of the 2017-2018 academic year. As a result of the research, it is thought that an interdisciplinary gender equality education will be beneficial to improve students' awareness.

As beef industry trends have evolved, beef producers are looking for value-added beef practices and marketing strategies. To ensure that a new value-added beef Extension program framework at Iowa State University aligns with beef producers' needs, a needs assessment instrument was created. We developed a needs assessment tool focused on program objectives and delivery method preferences. This tool can be used to adapt the program to meet specific needs and preferences of participants.

Many post-secondary institutions contain organizational values, which describe enduring beliefs that support strategic priorities and guide members of an organization. Relatedly, the adoption of health-promoting frameworks calls on embedding health within post-secondary institutions' core values. The study objective was to map Canada's post-secondary values to determine how health is integrated within value statements. Mixed methods were used to map institutional values, contextualize well-being, and identify thematic messages of health-related content contained within values. Most institutions espoused values (n = 64, 71%), yet only a small proportion of these institutions espoused health within their value statements (n = 7, 11%). Qualitative analysis revealed three thematic messages: (i) health as a descriptor for other institutional priorities, (ii) wellness broadly acknowledged or embedded within non-health values, and (iii) well-being as a core value or commitment. These novel findings suggest more institutions must embed health as a core value to demonstrate institutional commitment.

This research aimed to: 1) investigate the components and indicators of school administration under the Office of the Basic Education Commission of Thailand according to the King's Philosophy; 2) examine the current state, desired state, and the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King's Philosophy. The research is divided into 2 phrases. Phase 1: examine the components and indicators of the school administration under the Office of the Basic Education Commission of Thailand according to the King's Philosophy, targeting a qualified group of 9 experts selected through purposive sampling. This selection is based on the appropriateness assessment using the components and indicators evaluation form. Phase 2: examine the current state, desired state, and the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King's Philosophy. The sample group comprises 320 school administrators selected through multi-stage random sampling and applying the table of Krejcie and Morgan. The data were collected through semi-structured interview form and questionnaire with a 5-level Likert scale. Average, standard deviation, Priority Needs Index (PNI[subscript modified]) and content analysis were used to analyze the data. The findings of the study revealed the following: 1. There are 4 components and 30 indicators of school administration under the Office of the Basic Education Commission of Thailand according to the King's Philosophy categorized as follows: 1) academic administration with 10 indicators, 2) financial administration with 5 indicators, 3) personnel administration with 4 indicators, and 4) general administration with 11 indicators. Overall, the proficiency level is rated as the highest. 2. The current state is rated as the moderate level, and the desired state is at the highest level. When assessing the needs of school administration under the Office of the Basic Education Commission of Thailand according to the King's Philosophy, it is found that the component with the highest need is general administration. This is followed by personnel administration, financial administration, and academic administration, with the lowest index of essential needs respectively.

Developing effective oral business English (OBE) curricula requires clearly understanding student needs. This study evaluated the speaking needs of Chinese English as a Foreign Language (EFL) undergraduates majoring in business English for specific purposes (ESP), aiming to inform the design of a teaching module that bridges the gap between current speaking abilities and the escalating demand for advanced communication skills in business contexts. A needs analysis questionnaire, reflecting the first phase of the ADDIE model (analysis, design, development, implementation, evaluation), was administered to 398 randomly selected participants using a quantitative, cross-sectional survey design. Results revealed that while students struggle with speaking errors and lack communication confidence, they favor interactive activities such as presentations, discussions, and role-plays. Concerns about current OBE pedagogy and materials highlight a need for more collaborative learning and teacher support. Statistical analysis using independent-samples t-test and one-way ANOVA showed no significant differences in speaking needs based on gender, age, years of English study, or English proficiency. However, a significant difference was reported between fourth-year and third-year students. This study offers some insights for developing more effective interventions to address the specific needs of Chinese business English undergraduates in Chinese ESP education.

This research aims to design immersive virtual reality with cognitive conflict to support practical learning of quantum physics. This type of research is design research through the stages of needs analysis, product design, validity test, and practicality test. The needs analysis used questionnaire sheets distributed with Google Forms and obtained from 97 students. Immersive virtual reality design was developed by utilizing the Blender and Unity applications in the form of Android Package Kit (APK) format installed on virtual reality devices. The validity test involved six experts using validity instruments, and the practicality test involved nine students using practicality instruments. The validity test results on the learning and material indicators obtained a value of 0.89 in the valid category. A validity value of 0.95 was obtained in the valid category of the media aspect indicator. The average overall practicality score of the ease of use, display, design efficiency, and benefits indicators was 92 in the very practical category. The novelty of these research results is that they combine immersive virtual reality with cognitive conflict models applied to quantum physics learning that have been tested to be valid and practical.

Although the issue of learning transfer has been given much attention in English-for-academic-purposes (EAP) research, the factor of transfer climate could be investigated further. The current study examines what the instructors of EAP perceive can be done to prepare students for the transfer climate. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context (Burke & Baldwin, 1999). The target context in EAP education is the discipline courses that students take alongside or after EAP courses. The transfer climate may be supportive or unsupportive depending on whether such discipline courses accommodate for students' transfer of EAP skills. Data was gathered through semi-structured interviews with 22 EAP instructors and, subsequently, three of them were observed to see what actually happens in their EAP courses (Borg, 2015). The findings outline eight steps that can be taken to prepare students for the transfer climate, seven within EAP courses, and one within discipline courses. From what was observed, few of the steps that participants mentioned in the interviews were actually implemented in the classes. Both practical implications and implications for future research are outlined.

The role of the local government within the context of engagement and collaboration with universities has largely been understudied. Employing a cross-sectional design, this study of 67 universities and 78 municipalities from 29 states examines how collaborative capacity impacts university and local government perceptions of engagement and collaboration with each other. The findings indicate that local government trust is the primary catalyst for both engagement and collaboration between the parties.

The Dayak Simpakng community in Batu Daya village, Simpang Dua sub-district, has knowledge of making plaits by utilizing plants in the surrounding environment. The introduction of woven plants to students needs to be done to preserve the knowledge and woven plants of the Dayak Simpang tribe. This research aims to develop an encyclopedia of Dayak Simpang woven plants that is valid and feasible to use in learning. This research is a Research and Development (R&D) research with the Borg and Gall model. The instruments used are validation sheets, questionnaires, observation sheets, and interview sheets. The data were analyzed using a Likert scale questionnaire. This research involved three material expert validators, three media expert validators, and three language expert validators. The development trials were conducted in smallscale trials and large-scale trials. A total of 42 students were involved in the trial with a division of 12 students in the small-scale trial, and 30 students in the large-scale test. The results of validation by material experts obtained 92.18% (very valid), the results of validation by media experts obtained 96.66% (very valid), and the results of linguist validation obtained 93.51% (very valid). Based on the results of the small-scale trial, the score was 85.06%, and the results of the large-scale trial obtained a score of 85.50%. These results show that the encyclopedia of woven plants is very feasible to use in learning and get a positive response.

This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education.

The objective of this study is twofold: 1) To examine the current situations, desired conditions, and requirements for participation in quality assurance efforts of small schools under the Office of the Basic Education Commission; 2) To explore developmental guidelines for enhancing the quality assurance practices of these educational institutions. The research methodology involved: 1) surveying to assess the current situations, desired conditions, and essential requirements; and 2) investigating development guidelines embedded in the working processes of three schools with the best educational assurance practices. The sample groups included 385 persons who were school administrators and teachers. Research tools included a survey form, interview forms, and an assessment form, which was verified and approved by nine qualified individuals. Data analysis involved content validation and factor analysis. The statistics also indicated the correctness, appropriateness, feasibility, and utility of the information. The statistical techniques used in the research included basic statistics and the analysis of essential requirements. The findings of the study revealed the following: 1) The current situation of the participation in educational quality assurance efforts of the small schools was rated at a moderate level, with the highest level of the desired conditions. An area of the requirements that was rated with the highest score of development priority was active participation in quality assurance; 2) The developmental guidelines for quality assurance practices in educational institutions encompassed five domains with a total of 16 strategies. The experts' evaluation of these domains indicated a high level of accuracy, while appropriateness, feasibility, and utility were scored at the highest level.

The present research reports the findings of the study that sought to examine the in-service training needs of in-service EFL teachers in the language testing and assessment field. With this aim, four domains of language testing and assessment field were identified which were classroom-focused LTA, knowledge of testing and assessment, purposes of testing, and content and concepts of LTA. Quantitative research design was employed in this study and quantitative data was collected through a questionnaire. A total of 300 in-service EFL teachers working in different formal and non-formal education institutions participated in this study. The quantitative data was analyzed using descriptive statistics. Results indicated that these in-service EFL teachers need an intermediate level of further training in the LTA field. The area where need for training was expressed more was "content and concepts of LTA" and "classroom-focused LTA" was the domain where need for in-service training was revealed less. The findings of this study will serve as needs analysis for in-service programs and will be beneficial for curriculum development, teacher education programs, and more specifically assessment courses offered in pre- and INSET programs.

This piece is presented from ongoing empirical research exploring barriers to student (re)engagement at a Midwestern university as COVID-19 persists. While college student personnel have worked to restore student life as campus operations have transitioned back in-person, college student engagement has struggled at many institutions across the United States. Taking a qualitative, phenomenological approach - with transformative leadership as a theoretical framework - this study revealed virtual exhaustion, student voice exclusion, and competing priorities as barriers to re-engaging with campus activities. This piece concludes with transformative advising as a possible approach for college student personnel to address these barriers alongside students.

This study sought to identify the challenges and needs of TOEFL iBT candidates in achieving C1 level scores in the speaking and writing sections of the exam. To this end, the researcher employed a mixed-method approach to collect data from a population of 46 students, both male and female, between the ages of 22 and 30. The participants were enrolled in two TOEFL preparation classes at Universidad Nacional de Educación. The data were collected through a survey, class observations, and TOEFL speaking and writing mock tests, and were subsequently analyzed both qualitatively and quantitatively. The findings indicated that the participants encountered challenges in discussing unfamiliar topics fluently, struggled with producing language at the C1 level while employing a variety of grammar and vocabulary, and demonstrated reduced accuracy due to influences from their first language (L1). To address these challenges, it is recommended to offer a bridging course prior to exam preparation courses wherein the primary focus is devoted to enhancing candidates' accuracy and communicative competence in discussing unfamiliar topics through corrective feedback. The findings of this study could offer valuable insights to TOEFL iBT test preparation instructors, enabling them to better understand the challenges students face and plan strategies to address these challenges effectively within preparation courses.

In this study, we frame learning in the tertiary-level contemporary dance class as a process of developing culturally situated shared patterns of skilled action and attention through dynamic engagement with kinetic experience. Extending existing scholarship on dance learning, we adopt the framework of cultural affordances to understand the developmental relationship between physical and general categories of attention during the learning process. Based on qualitative analysis of student and teacher interviews, we contend that the dance classes were laboratories in which cross-domain mapping (physical and general) was leveraged to develop students' kinetic and attentional skills. Understood in this way, the physical concepts and the general concepts worked in a helical fashion, cycling through dynamic engagement with kinetic experience and the development of attentional awareness, not as pure repetition, but as a progression toward more complex, skilled, and nuanced ways of moving.

This study made a preliminary attempt to conduct a needs assessment of teachers' utilization of the SSI-based approach in teaching Science by exploring Filipino teachers' awareness, perceived need, readiness, and willingness. It also aimed to determine which among the demographic profiles of the teachers had significant differences in their perceived need and readiness. A needs assessment using a quantitative survey research design was used in this study. The data-gathering procedure was done using a validated online survey questionnaire with a Cronbach alpha of 0.89. A total of 124 science teachers participated in this study throughout the two-week implementation. Descriptive and inferential statistics were used to analyze the data gathered from this study. Results revealed that more than fifty percent of the teachers were highly aware of the SSI-based approach and perceived the need for its implementation in science classes. Teachers were also willing to participate in an SSI training program to learn more about it and develop their own SSI-related materials. Furthermore, gender and specialization significantly differed in teachers' perceived needs, while specialization significantly differed in readiness. Results obtained from this study can be used as a basis for exploring teachers' perceptions and views of implementing the SSI-based approach.

This article reports an English language needs analysis of Colombian Social Science master's students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of "Reading Research Articles in the Social Sciences" course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

This study is a needs assessment of Extension staff in the state of Iowa to implement inclusive programming for individuals with intellectual and developmental disabilities (IDD). Electronic surveys were completed by Extension staff on their attitudes and beliefs toward people with IDD, inclusive programming, and training needs. Results showed that Extension staff had positive views, but that staff reporting personal experience with people with IDD had more positive attitudes and beliefs (p < 0.05). The greatest training need was instructional techniques. The study highlights the importance of direct experience in addition to knowledge- based workshops for training Extension staff to implement inclusive programming.

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

Purpose: The study investigated the possibility of establishing concurrent vocational education and training through microlearning platforms by assessing whether universities in Garowe had the minimum basic facilities to establish such programmes, whether academic staff were aware of the state of vocational education, its importance, the rate of unemployment in Garowe and Puntland in general, and whether university professionals were willing to establish these training programmes as concurrent options. Method: It was a survey study of a qualitative approach and data was collected using an inventory checklist of institutions capacity, a close ended questionnaire to academic staff on their general perception of vocational education and training, and detailed interviews of both academic and administrative staff purposively selected at higher education institutions in Garowe to find out their willingness as stakeholders to adopt vocational training at higher education using microlearning approaches. Findings: Universities in Garowe Puntland have the basic minimum facilities to establish microlearning oriented platforms although respondents emphasise that it should be supplemented with some physical practical sessions and modules. It is evident that introducing vocational education at higher education is one of the solutions to the unending graduate unemployment. However just like some respondents recommend, micro-learning for vocational education should be supplemented with some physical practical sessions and modules, hence a kind of blended approach. The study also found that there is hardly any career guidance done at the secondary school level and this affects choice of professional careers as students transition from secondary to tertiary education. Conclusions: It is evident from findings that the attitude towards vocational education in Puntland has not been good, although with awareness and given the increased rate of graduate unemployment, the attitude can also be changed gradually. The study recommends a needs assessment before establishing certain training programmes to avoid the recurring challenges of mismatch between training programmes and the labour needs plus a need to intensify their international and regional collaborations with more experienced organisations and institutions. There is need for a curriculum review process of the existing university curriculum to accommodate the vocational concurrent programmes. [Note: The publication year (2022) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

In this study, we present a comprehensive needs assessment (NA) aimed at identifying key factors that contribute to enhancing instructor skills in mobile website design (MWDS). In the realm of professional development, the significance of NAs for user experience (UX) designers has gained attention, with scholars emphasizing the importance of competency modeling to elucidate the intricate knowledge, skills, and abilities inherent in UX design. This perspective aligns with the essential nature of learning NAs for continuous professional development. Therefore, the objective of our investigation was to evaluate the current state of instructor MWDS and their real-world user experience through a sample of 41 individuals, including information technology (IT) instructors and IT entrepreneurs. Employing a simple random sampling method in August 2023, our study utilized descriptive statistics to analyze the data, revealing a moderate proficiency level (mean [M]=3.40). Interestingly, the highest rankings in our findings were attributed to planning mobile website design from a user experience perspective (M=3.81) and developing or creating a website for mobile devices user experience (M=3.81). These skills demonstrated consistent high perceived importance (M=4.78). Moreover, specific aspects of MWDS stood out in terms of significance, with developing or creating mobile websites' user experience holding the top priority (M=4.87), followed closely by designing mobile websites' user experience (M=4.79) and developing or prototyping mobile websites' user experience (M=4.77). Our findings underscore the urgent need to prioritize the promotion of MWDS, particularly those focused on user experience. Using priority needs index modified (PNImodified) method, we identified that user research holds the highest priority (PNImodified=0.56), followed closely by mobile website design user experience (PNImodified=0.41), and defining website content for mobile devices user experience (PNImodified=0.40). This information provides valuable insights for educational institutions and industry stakeholders, guiding efforts to enhance instructor skills and align curricula with the evolving demands of mobile web design. In summary, our study sheds light on the current state of instructor MWDS, emphasizing the importance of user experience-related competencies. The identified priority needs offer valuable guidance for educational institutions and industry stakeholders, facilitating efforts to enhance instructor skills and align curricula with the dynamic requirements of mobile web design. Notably, our results align with the hypothesis testing, where paired sample t-test statistics found that both overall and individual aspects indicated a statistically significant preference for desired over actual outcomes at the 0.01 level.

In Indonesia, educational activities have shifted to home-based learning after the COVID-19 epidemic broke out. Consequently, digital learning has become a necessary option for many teachers. This study aims to understand teachers' experiences, digital platform mastery, digitalbased learning pedagogy and the role of parents in learning at home in implementing the teaching process using learning management system-based blended learning media during the COVID-19 epidemic. A questionnaire was used in this study to gather data on the experiences of the teachers, parents' participation in home learning during COVID-19, the digital pedagogy and the mastery of digital platforms using a qualitative approach. This study involved 16 students' parents and 96 elementary school teachers. The data was analyzed using NVivo Pro software. The testing of data validity was carried out through data triangulation. Results of this recent study revealed that based on their experience, teachers still used videos as the main teaching material in digital learning and they carried out the learning assessment process using digital platforms. This was impacted by the process of changing from distant learning to the new normal. Additionally, the selection of digital media was carried out by considering media effectiveness, the learning process, available facilities and digital literacy. Moreover, parents not only provided learning facilities at home but were also more active as facilitators and supervisors during the learning process at home. This study contributes to provide some considerations for mathematics teachers in designing learning management system-based blended learning media in elementary schools during the COVID-19 epidemic.

This study aims to study the Current Conditions, Desirable Conditions, and Necessary Needs of Educational Management according to standards for Excellence of Sub -- District Non -- Formal and Informal Education Centre. And to study educational management guidelines according to the Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. There were two steps: Step 1: Study the Current Conditions, Desirable Conditions, and Needs of educational management standards of Sub -- District Non -- Formal and Informal Education Centre Standards for Excellence. The sample consisted of 40 school administrators and 328 of the heads of Sub -- District Non -- Formal and Informal Education Centre, a total of 368 attended in the academic year 2022 using Multi-stage Random Sampling. Step 2: Study the standard educational management guidelines. The informants are qualified by studying best practices from five Models of Sub -- District Non -- Formal and Informal Education Centres, two persons, totaling ten people, by specific sampling. The research instruments: 1) The Current Conditions and Desirable Conditions Questionnaire following educational management according to standards for Excellence of Sub--District Non--Formal and Informal Education Centre, a 5-level rating scale. 2) Semi-structured interview 3) The Educational Management Approach Assessment Form is a 5-level estimation scale with statistics used to analyze the data, including mean, standard deviation, priority sorting of PNI[subscript modified] data, and content analysis. The results showed that 1) the current condition as a whole and in terms of study is at a high level; Overall desirable conditions are at the highest level. One aspect is at the highest level: six are at the highest level. Considering the necessary needs, it found that the needs of educational management according to the standards. There is a need to develop all seven areas as follows Organizational Leadership, Strategic Planning, Learner and Stakeholder Focus, Knowledge Analysis and Management Measurement, Processing Management, and Personnel Focus. 2) the suggestions were seven aspects and 135 approaches as follows Workshops, Learning from other people, Brainstorming, Operating Integration, Mentoring, and Learning from successful organizations.

At two higher education institutions in Kurdistan (Iraq), English as foreign language (EFL) programs aim to provide adult learners with language skills development that they need to excel in their majors and as professionals. A framework called the Community of Inquiry (COI), based on interactionist and constructivist-learning theories was used to create a needs analysis tool to inform the design, delivery, and evaluation of a collaborative mini-conference hosted by the two institutions during and post-COVID pandemic. The current study explores the use of the needs assessment, which measured instructors' beliefs following the sudden transition to online learning during the pandemic, and their awareness of principles of teaching and learning for EFL learners in particular within the context of Kurdistan Iraq. There are opportunities in and beyond the current setting to address issues of equity, capacity for integrating tech skills with pedagogy, and more empathy between public and private institutions of higher education that support EFL learners. The study gathered critical evidence through qualitative and quantitative research methods that assessed institutional, faculty, and student needs during the transition of online learning.

Background: This exploratory study aimed to enhance the understanding of practitioners' experiences within LGBTQ+ community organisations when providing interventions for LGBTQ+ individuals with intellectual disabilities. Three specific objectives were outlined: to document the situations and challenges encountered by practitioners; to identify perceived needs among LGBTQ+ individuals with intellectual disabilities and to elicit their suggestions for recommendations to improve services. Method: A qualitative approach, involving in-depth interviews with 12 Québec-based LGBTQ+ community practitioners, underwent content analysis. Results: Findings were organised around three themes: perceived support needs of LGBTQ+ people with intellectual disabilities; challenges experienced in intervention and recommendations to improve services. Findings reveal that practitioners frequently face significant challenges when supporting LGBTQ+ individuals with intellectual disabilities, who often struggle with multiple daily challenges and insufficient support. Conclusions: The study highlights the need to empower LGBTQ+ organisations with essential skills and foster partnerships with public service staff to ensure a more inclusive, intersectional approach.

Objective: To gain retina physicians' and diabetic retinopathy (DR) patients' perspectives on needs and opportunities in DR education, and then develop and pilot test an educational video. Design: This study utilised qualitative interview data for video creation, and interview and survey data for assessment. Setting: This study was conducted in a single large academic medical centre. Method: We conducted semi-structured interviews with attending retina physicians and DR patients (Cohort A) which were coded for themes about needs in DR patient education. Using these interviews, we designed and piloted a 6-minute user-centred animated video among a second patient cohort (Cohort B), who completed post-intervention interviews. Results: Four physicians and 14 DR patients participated in the study. Themes from Cohort A included accessible information, early management, lifestyle factors and emotional context. Physician themes included effective communication, visual information delivery and individual-level diabetes management. Cohort B commented on the subsequently created video's improved accessibility, engagement and supplementation of their existing DR knowledge. Conclusion: Physicians and patients showed an interest in video education and identified unique educational needs. We used these insights to create a video that demonstrated positive patient uptake. Close attention to retina physicians' and DR patients' perspectives can offer a valuable approach in developing materials to increase patients' health knowledge. Within the context studied, videos may be more accessible and engaging than the use of traditional print-based education materials.

This paper presents the process of conducting a community-wide needs assessment that initially focused on soliciting information about childcare needs of families with school-aged children. The researchers were interested in understanding whether the method designed to conduct the needs assessment helped to foster collaboration, trust, and increased participation amongst multiple levels of stakeholders and subcommunities. Utilizing community-based participatory research principles, the authors will present a 3-phase approach to gaining community support through multiple levels of stakeholder engagement. While initially the needs assessment was focused on childcare, the scope broadened to learning about other needs that families with school-aged children faced. The strategic use of Survey Ambassadors throughout the community who could access families that were typically underrepresented and could provide feedback to the researchers in real time regarding modifications to the process was vital. Lessons learned included the need for further investigation into strategic methods for gaining family voices in underrepresented populations.

This paper explores systemic challenges facing P-12 online education and the role of non-instructional interventions in addressing them. While not exclusively centered on the COVID-19 pandemic, it acknowledges how the global crisis highlighted existing systemic issues in online education. By examining foundational support, needs analysis, and support strategies, this paper proposes interventions to improve the online learning experience. Ultimately, the paper aims to promote equity and effectiveness in P-12 online education for all stakeholders. We present practical, achievable strategies, that are applicable now and in future emergency scenarios to support P-12 online teaching and learning initiatives.

With the growing recognition of the prevalence and impact of adverse childhood experiences, building trauma-informed service systems is critical. Although there are many online resources to help school systems become more trauma informed, how much they meet the needs of educators is not well understood. To help schools implement trauma-informed practices (TIPS) to support both educators (all school-based certificated staff) and students, a partnership among a California research university, a local foundation, and three school districts was developed at the start of the COVID-19 pandemic. The partnership envisioned a three-phase study to determine the feasibility, acceptability, and outcomes of an intervention supporting TIPS. First, two local districts were engaged in a mixed method needs assessment to explore educators' wellbeing and use of trauma-informed resources. Input from district-level advisory committees guided a needs assessment that informed the development of trainings to (1) help administrators best support their staff, and (2) teach educators how to best support themselves and their students with traumatic stress and related symptoms. Second, researchers curated freely available resources to develop a 3-module administrator training and an 8-module teacher training. Finally, university-based psychologists and teacher educators delivered the curricula in two school districts and the university's teacher education program. Researchers implemented a pretest-posttest evaluation design and gathered in-session feedback after each module. Results indicated that participants found the sessions helpful and relevant and they had greater knowledge of TIPS. Future directions include scaling up implementation, understanding outcomes from multiple perspectives, and integrating follow-up activities to help with skill retention.

Students who require intensive individualized intervention often demonstrate needs in both academic and behavioral domains. However, practices around assessment and development of interventions are often siloed and separate, which can be a barrier to implementing intensive individualized support in an integrated manner to maximize efficiency. In this article, we provide a blueprint for educators to work collaboratively to complete an integrated assessment that can lead to developing a truly integrated individualized intervention. We also share a vignette demonstrating how team members might create a team to complete an integrated assessment and create a corresponding intervention plan.

Studies investigating autistic community research priorities indicate a mismatch between what autism research focuses on and what autistic people want to see researched. Furthermore, there has not been a research priority-setting exercise specifically with autistic people in Scotland, where there are unique cultural, political and social contexts. Using a community-based participatory design, we aimed to identify the research priorities of autistic adults living in Scotland. Autistic and non-autistic researchers designed and conducted a survey where 225 autistic adults rated and ranked research topics in order of importance and provided qualitative feedback on issues and questions important to them. The top five research priorities were mental health/well-being, identification and diagnosis of autistic people, support services, knowledge and attitudes towards autistic people and issues impacting autistic women. There were differences in priorities according to different intersections of identity, and qualitative responses indicated a desire for research to focus on support and understanding. The bottom three priorities concerned genetics, treatments and interventions and causes. These findings emphasise the need to address the gap between what autism research focuses on and the everyday lives of autistic people.

There has been a long-standing societal push to diversify the student body of colleges and universities by improving access to higher education. Along those lines, increasing access to a greater range of students and practitioners through the diversification of their membership bases is also an expressed goal of the experiential learning professional societies. Overlaying this charge with the Society for Experiential Education's (SEE) initiative to revisit the defining features of experiential learning (EL) creates an opportunity to consider how definition interacts with access to the field (i.e., whether definitional clarity promotes opportunities to the uninitiated). To address this challenge, we employed a scholar-practitioner research methodology exploring the question, how does the definition of experiential learning affect access? This process involved each author addressing three related questions individually before we compared responses and analyzed our data. We found differences in perspective (e.g., administrative, educational, and learner) and differences in needs (e.g., immediate need for funding to pay for additional EL-related expenses and need for data to show that EL works). Given these findings, we recommend pragmatic approaches and a systems approach to understanding definitions. Clarifying these differences may help bridge discrepancies in espoused theory and theory in use, thereby increasing opportunities to access EL through definition.

Introduction: Different international guidelines indicate the need for improving educational procedures. This study aims to contribute to the professional development training program of higher education professors from a Physical Education Teacher Education degree in México. Methodology: This qualitative study used a participatory action research design through four cycles: (a) diagnosis; (b) elaboration of the action plan; (c) implementation and evaluation; and (d) feedback. The participants were the professor, six experts, and 17 students. Data were collected from semistructured interviews with students and the professor, the analysis of the class syllabus, and nonparticipatory observations. Findings: The importance of carrying out a diagnostic cycle allowed us to identify the specific needs of the class. Similarly, the model of development and evaluation of academic competencies (M-DECA) allowed the professor to develop specific pedagogical and disciplinary competencies from the training program. Conclusion: A continuous professional development training program for university professors in pedagogical and disciplinary strategies generates better learning results. The inclusion of innovative content in the class syllabus was also crucial.

Adverse childhood experiences (ACEs) increase youths' risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth's own perspectives, and (3) if this varied by elements of identity and social position. Focus groups were conducted with youth ages 18-25 from 13 communities across the U.S. We found that youth described their journeys away from school as starting with early ACEs. We also found that youths' narratives reflected intersectional gender differences in the pathways away from school that youth described. Girls articulated how ACEs influenced subsequent non-academic priorities; they eventually left or were kicked out due to a lack of credits. Boys expressed that early ACEs were followed by risk behaviors, punishment, and dropout. Implications for healing-centered engagement across settings and targeted dropout prevention are discussed.

Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent-behavior-consequence (ABC) data collection strategies, but few have examined its ability to effectively identify the function. Research supports the use of the trial-based functional analysis (TBFA) but few studies examine its effectiveness in the home setting. The current study attempted to answer which assessments might work best in the home setting. Treatment was implemented for each participant based on the results of their assessments. All assessments identified the function of behavior as verified by function-based treatments, but the ABC assessment identified additional functions for three of the participants while the TBFA was more precise. Implications and limitations are reviewed, along with future directions for behavioral assessment in the home.

Voluntary national reviews (VNRs) are an important component of the follow-up and review process for the Sustainable Development Goals (SDGs). Presented by countries at the annual United Nations High-Level Political Forum on Sustainable Development (HLPF), VNRs detail a country's self-reported progress to peers. This voluntary process has been criticised for its weak accountability. Global governance literature, however, points to an increase in these "soft" governance mechanisms as well as the potential strategic benefits of this approach. Using a mix of logistic regression and document analysis, this study examined VNRs as a soft governance tool and a reflection of the governance mechanism of the SDGs. The authors examined the scope and content of VNR submissions from 2016 to 2022, with a deeper review of 2022, which focused on the global goal for education (SDG 4). Three types of soft governance -- governing by goal-setting, by numbers and by morality -- were used as lenses to make sense of the results. The authors' findings demonstrate the ability of soft governance tools to bring together diverse actors around a broad set of goals, and how the power of numbers can influence which indicators countries report on in their VNR.

This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.

Particularly for adolescent students, tools for measuring their experience of negatively consequential aspects of student-teacher relationships are limited even though evidence shows that keeping this group motivated in the classroom is especially challenging. Therefore, using basic psychological needs theory, this paper proposes a conceptualization of adolescent classroom psychological need thwarting by advancing a set of items to measure and empirically test the phenomenon. The outcome of this process is a new scale with psychometric properties that support its validity and usefulness for understanding an important dimension of adolescent classroom relational experiences. Specifically, empirical findings confirm the reliability and a priori hypothesized specification for the scale. Further, the new scale has the expected correlations with an external theoretically-related construct and demonstrates good measurement invariance. Together, the development of this type of instrument opens up the opportunity for more research, especially focusing on how the relational structure of the learning environment affects adolescent students.

This research study reports on the in-service English as a Foreign Language teachers' perceptions of and needs and expectations regarding EIL and EIL-informed pedagogy in Northern Cyprus, which is a multilingual and multicultural teaching-learning context. A mixed method research design was utilized by collecting data through a questionnaire and interviews. A total of 152 in-service EFL teachers responded to the questionnaire, and 23 of them participated in the interviews. The findings of the study indicated that although the teachers welcomed the inclusion of EIL-aware pedagogy, they were hesitant to implement it in their classrooms due to lack of EIL-bound materials and existence of native speaker bound tests. The analysis also showed that teachers are aware of the EIL and EIL-aware pedagogy to some extent, however they lack the practical experience and expertise in order to implement such an approach to their daily practices. The findings of the study are believed to help raise EFL teachers' awareness on how to integrate an EIL-informed approach in not only the local context but also in other multilingual and multicultural teaching-learning contexts worldwide.

International students in Australia risk financial insecurity and as a result, may make suboptimal health decisions. Limited research has explored the experiences of international students' health-related financial decision making. In-depth interviews were conducted with 31 international students to explore how financial situation influences their decisions in Australia. Data were thematically analysed. Findings highlight that limited income can impact overall wellbeing and health-related decision making. When making financial health-related decisions, participants prioritised urgent health needs and education. Participants who perceived their financial situation limited were less willing to spend money on mental health services, social activities, and food. This study suggests that students may consider the long-term financial benefits of studying abroad when making decisions, but they do not consider the long-term health implications of stress and wellbeing. Enabling students to improve their financial situation and lower their expenses could enhance wellbeing and facilitate health-related decision making.