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In today's rapidly evolving society, the establishment of a learning society is paramount. The lifelong education system (LLES) plays a crucial role in enriching individuals' intellectual and emotional landscapes, fostering continuous growth, and instilling the habit of lifelong learning. However, traditional lifelong education systems often have limitations regarding accessibility, openness, and resource‐sharing, limiting opportunities for lifelong learning and dampening enthusiasm for it. To address these limitations, it is hypothesized that integrating information technology, specifically vector analysis algorithms, into lifelong education systems can revolutionize the learning experience (LE). By leveraging the power of the internet and advanced algorithms, it is expected that a new LLES can offer a superior online learning environment, enriched resources, and intelligent data analysis capabilities, thereby facilitating more effective lifelong learning. The methodology involves the development and implementation of an information age service based on vector analysis algorithms within the lifelong education framework. This study aims to provide learners with enhanced access to high‐quality online learning resources while offering intelligent data analysis to optimize learning pathways. With the continuous development of Internet technology, information technology has been applied to various fields. Information age services (IAS) based on vector analysis algorithms (VAAs) will be combined with LLES. Technology will be utilized to the maximum to provide lifelong learners with a high‐quality online learning environment, online learning resources, and intelligent data analysis to help learners better conduct lifelong learning. Experimental results comparing the new LLES with traditional approaches demonstrated significant improvements. The new system enhanced the matching of teaching materials by 31.8%, offered a wider and more convenient learning path, and provided access to a greater variety of teaching resources. Moreover, learners using the new system exhibited an average learning increase of 7%. The integration of IAS based on VAAs into lifelong education represents a substantial advancement. This innovative approach offers superior teaching resources, educational methods, and learning opportunities, empowering individuals to embrace and sustain lifelong learning journeys more effectively in the digital age. [ABSTRACT FROM AUTHOR]

This research has been developed through a literature review on the importance of and current approach in the education system to the present environmental and ecosystemic crisis and the training of future generations in degrowth in the Spanish education system. To this end, a systematic literature review (SLR) has been carried out following the standards of the PRISMA declaration. In total, 40 articles published between January 2005 and March 2024 were selected from the following databases: Scopus, Dialnet, Web of Science and Scielo. The findings show it is a relevant topic in school education as a concern, but it is not reflected in educational practice; that it has been incorporated into the curriculum, but sporadically, decontextualised and more focused on 'sustainable development'; also, it lacks critical questioning of the unlimited growth and consumption model that capitalism entails. The study concludes that it is crucial to incorporate degrowth in a transversal way in education at all schooling levels, and to reform the curricula of the faculties of education in all universities so that the pedagogy of degrowth is a priority in the training of future teachers. [ABSTRACT FROM AUTHOR]

Laboratory safety is an important prerequisite for the effective conduct of practical teaching and scientific research activities. At present, the safety accidents of chemical laboratory in China occur frequently, reflecting the safety education was fragmented, superficial, and marginalized. It is imperative to strengthen safety education for laboratory personnel. This paper analyzes the current state of safety education in laboratories and proposes a safety education system based on "teaching-examination linkage" structured around three key components: safety theory instruction, safety practice training, and safety education assessment. This approach facilitates regular, diversified, and whole-process safety education, significantly enhancing students' safety awareness and competency, fostering a harmonious campus environment, and providing a valuable reference for laboratory safety education in other colleges and universities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy 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.)

Objective: The objective of this study is to identify the components and examine the causal relationships of optimal budgeting in Iran's education system. Methodology: This research employed an applied and exploratory approach, utilizing descriptive and survey methods for data collection. Initially, the components and sub-components of optimal budgeting were identified through a review of literature, including theses, articles, and books. A designed questionnaire was then reviewed and completed by experts and specialists in the field of industrial management and academic professors using the fuzzy Delphi method. Subsequently, the causal relationships between the components were determined using DEMATEL multi-criteria decision-making methods. Findings: The study identified three main components--Ability (ABI), Authority (AUT), and Acceptance (ACC)--as crucial for optimal budgeting in Iran's education system. The results from the Delphi fuzzy method indicated a consensus among experts, with all components having definitive means above 0.4. The DEMATEL analysis revealed that the Authority (AUT) component has the highest influence and lowest receptivity among the components, making it the most significant factor. It was found that enhancing the Authority (AUT) component can positively influence the other components, leading to improved budgeting outcomes. Conclusion: For optimal budgeting in Iran's education system, controlling the main components--Ability (ABI), Authority (AUT), and Acceptance (ACC)--is essential. Enhancing the Authority (AUT) component can lead to better control of other components, resulting in improved budgeting with reduced costs and time. Systemic budgeting is crucial for the growth and development of countries, and it is imperative for Iran's General Directorate of Education to adopt this strategy to align with global trends. [ABSTRACT FROM AUTHOR]

Purpose: Numerous studies have been conducted on psychological empowerment's effects on individual and organizational outcomes. This research study investigates the effects of emotional intelligence (EI) on psychological empowerment (PE) directly and indirectly through digital leadership (DL) in higher educational institutions (HEIs) in Pakistan. Design/methodology/approach: This study investigates the academic authorities' capacity to follow the EIs in identifying the PE from Pakistan's HEIs. The researchers have applied a survey questionnaire to collect quantitative cross-sectional data. To conclude, the researchers used 427 useable cases to get the results. Findings: Based on the structural equation model (SEM), the results reveal a positive and significant effect of EIs, subscales like self-regulation (SR), self-awareness (SA), self-motivation (SM) and social skills (SS), on DL and PE. Besides, DL positively and significantly affects PE. Finally, DL mediates the association of SR, SA, SM and SS with PE. Practical implications: This research can bring a new vision in exploring the policy to the higher authorities for the educational sector to have better direction and interpretation of EIs, DL and PE to develop new measures of positive and proactive attitudes in the organization. The results support developing DL practices toward digital transformation among HIEs. Originality/value: This study contributes significantly by presenting valuable empirical insights for HEIs leaders. Importantly, it introduces a construct mediating the role of DL, effectively addressing the remaining gaps in the literature. [ABSTRACT FROM AUTHOR]

The evolution of museums has transitioned from being centered on “objects” to “people,” emphasizing the human experience as pivotal in museum education development. According to the cognitive characteristics and factors of museum visitors, this paper explores the key factors influencing visitor perception through quantitative and qualitative user studies. Subsequently, an innovative museum education system is devised, integrating robotics and mobile applications to provide guidance and companionship to visitors. Finally, the evaluation at the Zhejiang Provincial Museum validates the system’s efficacy in enhancing educational experiences. This study aims to analyze the key factors affecting perception and design an innovative system to optimize visitor learning experiences and learning outcomes, thereby enhancing the educational impact of Chinese museums and contributing to the revitalization of traditional culture. [ABSTRACT FROM AUTHOR]

Comparative school-to-work research has long emphasised the role of institutions in shaping youth labour market integration. This paper provides an overview of this research stream, consisting of four main sections. The first section introduces a variety of labour market outcomes of young graduates within Europe and identifies country clusters with higher and lower outcomes; this empirical evidence has so far remained limited in the multivariate oriented research stream. The second section links these labour market outcomes to the institutional settings of the education systems prevalent in the country clusters. By considering a wide country sample, it introduces a reliable country classification of transition regimes (along the OLM–ILM continuum), which has so far been partly inconclusive in research. The third section links labour market outcomes in turn to labour market institutions of the country clusters. This section emphasizes why labour market institutions drive only particular individual outcomes. Finally, the fourth section connects the previous three: it describes how certain institutional complementarities affect the youth labour market integration in the identified European country clusters. The review further identifies theoretical inconclusiveness or data-related desiderata, for which recommendations and solutions are proposed. The paper thus aims to assist both familiar and unfamiliar researchers to access the research stream by offering a comprehensive introduction and clear country classifications, linking research streams, and providing solutions to identified issues. [ABSTRACT FROM AUTHOR]

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

Objectives The subject and, at the same time, purpose of the following article is to present the results of original empirical research conducted among principals of primary schools in Poland and Ukraine. The aim of the research was to find an answer to the research question: What actions were implemented by school principals in western Ukraine in connection with the resettlement of Ukrainian children, and what actions were implemented by Polish school principals in connection with the admission of Ukrainian refugee students? Material and methods The study implemented a diagnostic survey method based on a survey technique using an original survey questionnaire. It covered a group of 120 principals of primary schools in Poland and 50 principals of schools in western Ukraine. The majority of the respondents ran their institutions in the city, and their work experience ranged from 1 to 5 years. The research was carried out in 2023 using ethical principles. Results The research conducted among school principals in western Ukraine showed changes introduced in the school management system, mainly aiming at ensuring the protection of life and students’ safety after the outbreak of the war. However, the activities of Polish school principals aimed at providing refugee students with safe conditions for learning the Polish language, as well as providing pedagogical, psychological and social assistance. Conclusions The results of the research conducted in Ukraine and Poland showed the need to prepare schools for changes taking place due to the ongoing war in Ukraine, but may also be applicable in other crisis situations occurring in the modern world. The conclusions drawn from the experience gained by Polish and Ukrainian schools can be used by authorities of educational systems in other countries.

Abstract Comparative school-to-work research has long emphasised the role of institutions in shaping youth labour market integration. This paper provides an overview of this research stream, consisting of four main sections. The first section introduces a variety of labour market outcomes of young graduates within Europe and identifies country clusters with higher and lower outcomes; this empirical evidence has so far remained limited in the multivariate oriented research stream. The second section links these labour market outcomes to the institutional settings of the education systems prevalent in the country clusters. By considering a wide country sample, it introduces a reliable country classification of transition regimes (along the OLM–ILM continuum), which has so far been partly inconclusive in research. The third section links labour market outcomes in turn to labour market institutions of the country clusters. This section emphasizes why labour market institutions drive only particular individual outcomes. Finally, the fourth section connects the previous three: it describes how certain institutional complementarities affect the youth labour market integration in the identified European country clusters. The review further identifies theoretical inconclusiveness or data-related desiderata, for which recommendations and solutions are proposed. The paper thus aims to assist both familiar and unfamiliar researchers to access the research stream by offering a comprehensive introduction and clear country classifications, linking research streams, and providing solutions to identified issues.

This article aims to explain the transformation of policy models and strategic planning in the education system which is studied theoretically based on the rules of writing scientific papers. The analysis method used in this article is a literature study and qualitative data analysis content regarding learning outcomes. The results of this study show that education policy is a product that is used as a guide for making educational decisions that are legal-neutral and moderately adjusted to the educational life environment. Meanwhile, strategic planning is the process carried out by an organization to determine a strategy or direction, as well as make decisions to allocate resources including capital and human resources. The model transformation of these two things includes institutional models, system models, investigation models, rational models, incremental models, policy analysis models, and public policy implementation approach models. The educational strategy planning models are divided into four, namely: Comprehensive planning model, Target Setting Model, Financing and cost-effectiveness model, PPBS (planning, programming, budgeting system) model

The Tsarist policy in the field of education in Bessarabia was selective, aiming to restrict the establishment of schools with Romanian as the language of instruction and increase those with Russian as the language of instruction. In its policy of encouraging the colonization of Bessarabia, the Tsarist authorities nevertheless took measures to support education for certain minority ethnic groups, also adopting a different approach towards these groups. For minorities such as Germans or Jews, the creation of schools with instruction in their native language was permitted, whereas for Bulgarians, the schools were initially with Russian as the language of instruction. With the proclamation of the Moldavian Democratic Republic on December 2, 1917, the issue of nationalizing schools in Bessarabia was raised, as well as creating conditions for instruction in the schools of ethnic minority communities in their respective languages. Ultimately, the process of school nationalization in Bessarabia was carried out and completed within the Kingdom of Romania, where de facto and de jure conditions were created to ensure the educational process in the minority language for localities populated by ethnic minorities such as Germans, Jews, Ukrainians, Russians, and Bulgarians. Despite the prejudices that during the Kingdom of Romania, education in Bessarabia took place only in Romanian, the legislative documents relevant to the field of education in the interwar period confirm that the rights of ethnic minorities to study in their native languages were ensured.

The aim of this study is to evaluate competency-based Education models objectively and provide guidance on designing personalized yet balanced learning pathways that foster adaptability, lifelong learning, and holistic development. The study analyses comparative approaches for mapping competencies to broader occupational categories and emerging topics to mitigate potential risks of narrow competency frameworks such as obsolescence and low transferability. The methodology of this paper is based on a combination of qualitative analysis of problematic aspects of the formation of an individual trajectory of modern Education, with an analytical study of the prospects for the implementation of a competence-oriented strategy to the practical resolution of all issues raised in the declared subject of scientific research. The primary results of this study should be considered the creation of a theoretical model of the personalised learning pathway based on the competence approach, as well as the theoretical definition of the conditions for creating the structure of the individual trajectory of Education based on the competence approach.

The approach, stages, criteria and levels of development of design and engineering competencies among bachelors in technical areas of study are presented as an integral, multi-level dynamic system, as well as didactic components of the educational process. The proposed approach is based on the continuity of the process of preparing students for design and engineering activities throughout the entire period of study at the university, on the use of problem-oriented and designed teaching principles, along with the interdisciplinary nature of education and leading independent work.

Background. The theory of stigma was popularized through research by sociologists M. Seeman and E. Goffman in the mid-1960s. The theoretical aspects of stigmatization presented in these works have made it possible to disseminate their results to different professions, including the teaching profession, and to construct a number of theoretical models of the processes of stigmatization of teachers. The component composition of such models is substantively based on theoretical studies carried out in the works of J.B. Pryor and G.D. Reeder. Research of this kind makes a significant contribution to stigma theory in terms of understanding that the processes of stigmatization of the educator’s personality can take different directions and how they are multidimensional; Societal perceptions of the teaching profession influence the level of stigmatization of the profession; acceptance of the stigma by the educator itself may result from an understanding of the social devaluation of the profession; Actors in a stigmatized pedagogical environment (such as family and friends) are at risk of social stigmatization; social institutions can perpetuate or exacerbate the stigmatized status of the teaching profession. Purpose. The article is aimed at presenting the theory of stigmatization of the teaching profession, as well as the development of an appropriate model and the analysis of its components, giving it qualitative certainty, reducing the risks of stigmatization and enhancing the value of the professional activity of the teachers Materials and methods. The practical and heuristic value of the study is that its findings broaden the existing understanding of the mechanisms of stigmatization and offer a productive tool for addressing the stigmatization of teaching professions in modern education, provide a vision of the key aspects to be further explored in this and related areas. The study used methods of comparative pedagogy, modeling method. Results. Based on the analysis of the scientific and methodical literature on the problem of stigmatization of individual professions, we proposed a model reflecting the basic concepts of the processes of stigmatization of the teaching profession in the field of education. The model identified the following main components: social stigma, self-stigma, associative stigma, structural stigma, primary and secondary personality relationships of the educator and learner. Social stigma is a key component of stigmatizing the teaching profession and underpins the subsequent components we have identified in this model. They also summarized the materials and highlighted the provisions that should be included in the theory describing the processes of stigmatization in education. This contributes to reducing the influence of the stigma formed in relation to the educational process or the profession of the teacher, and can have a positive influence on the status of the teacher, his professional identity and relationship with the students.

The article analyzes the literature of the pioneer organization in order to display the basic principles of the state educational policy for children in the 1920s. The main types of pioneer literature of the 1920s are considered: organizational documentation, in particular, the Charter of the pioneer organization, periodicals, fiction, pioneer folklore(chants, songs, etc.). The specifics of the literary texts of the pioneer organization at the regional level are studied on the example of the Samara pioneer organization, and their main semantic components are also indicated.

The economic growth of a country is influenced by the high level of education. From the point of view of production function, the educational field with various activities can be categorised as a large industry with economic potential because it has significant scientific and human resources. The educational activity in the economic sphere is considered in two directions – the consumer aspect (short-term) and the investment-containing long-term development process. The ongoing educational process actively stimulates the economic growth when the young generation of students acquires modern knowledge, competencies and skills that ensure the future dynamic development of the country. The era of digitalisation has changed the mechanisms of interaction between economic structures, and therefore education should be a driving force of development. Consequently, it is at the origin of new innovative technologies of training. This is necessary to occupy the main positions in the field of scientific and technological progress. Higher education institutions and their activities have become a sector with a leading economic paradigm. The paradigm shift is causal. In order for education not only to exist, but also to be at a decent level, remaining the basis for the development of economic potential and society, it is necessary to make science the base, the foundation of all changes. The principle of “managing education in a business-like, scientific way, without turning it into a business” has become the main one in the context of transforming the educational sector into a modern, innovative sphere, meeting the requirements and needs of the evolving digital time.

Despite importance of education in overcoming drug addiction, the connection between the education system and the juvenile justice system remains unclear. Juvenile drug addicts often experience socially-disadvantaged situation, thereby social rehabilitation is an important aspect of recovery aside from medical rehabilitation. This research was performed to identify the challenges in social reintegration among juvenile drug addicts, describe the legal interplay between the relevant framework, and propose a model of legal development for the integration of social rehabilitation for juvenile drug addicts into the education system. Using normative legal research method and statutory approach, this research revealed numerous potentials and challenges in integrating social rehabilitation into the education system. A model consisting of normative reforms and practical framework of works is proposed to be applied by educational institutions and relevant government agencies. This research offers a vital step toward creating inclusive educational environments that prevent relapse and foster societal integration.

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

This study explores the improvement of a learning management system (LMS) prediction model utilizing deep learning methods to improve educational outcomes in numerous learning environments. Transitioning from traditional to digital learning has posed challenges, inclusive of decreased flexibility and student engagement. Our research delves into those transitions' impacts on student success, focusing on customized learning studies, effective resource provisioning, and predictive analysis the usage of advanced computational methods. We employed deep learning techniques to analyze data from different learning modalities, together with cloud-based platforms and blended learning contexts, to expect pupil performance and resource desires appropriately. The evaluation involved neural networks and machine learning algorithms like Random forest, implemented to datasets from instructional settings to identify at-risk students and optimize learning management structures for better instructional consequences. [ABSTRACT FROM AUTHOR]

The existence of social inequality and the intergenerational transmission of social status stands in stark contrast to the supposedly prevailing principle of achievement in society. The causes of this can be found above all in the family, which has a significant influence on children’s development and future prospects through the capital available to them as well as their habitus and lifestyle. Another decisive factor is the school, which, through primary and secondary factors, contributes to the fact that educational success is still largely dependent on social background. At the same time, however, it also offers great potential to counteract the cycle of reproducing social disadvantage. Possible approaches include the expansion of early childhood education programmes, pedagogical practice and dealing with cultural and habitual differences through inclusive teaching, grading as well as structural changes regarding transitions and all-day school models. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office 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 Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao 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 Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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 Bulletin of Ablai Khan KazUIRandWL: Series 'International Relations & Regional Studies' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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.)

Purpose: The objective of this study is to develop a comprehensive framework for identifying the challenges facing human resource management (HRM) in the education system of Iraq. By leveraging insights from key stakeholders, the study aims to provide detailed understanding and solutions to improve the effectiveness and efficiency of HRM practices in Iraqi educational institutions. Methodology: This qualitative study utilized a purposive sampling method to select 12 experts from the Iraqi education sector, focusing on the provinces of Maysan, Baghdad, and Dhi Qar. Data were collected through semi-structured interviews, which were then transcribed and analyzed using thematic analysis facilitated by NVivo software. The analysis aimed to identify key themes related to HRM challenges, ensuring the validity of findings through researcher self-review and verification control. Findings: The study identified several significant challenges affecting HRM in Iraq's education system. Financial constraints, such as low salaries for educational staff and inadequate funding for schools, were pervasive. Infrastructural deficiencies, including old and poorly maintained school buildings, contributed to an unconducive learning environment. There was also a lack of technological integration, with schools insufficiently equipped and teachers untrained in using modern educational tools. Additional issues included inadequate parental and governmental support, a curriculum misaligned with societal and market needs, teacher demotivation, outdated assessment methods, and political instability influencing educational policies. Conclusion: Effective HRM practices, such as performance-based budgeting, financial decentralization, technological integration, and comprehensive teacher training programs, are essential for enhancing educator performance and improving educational quality. [ABSTRACT FROM AUTHOR]

The Chinese education system is the product of Confucianism, Taoism, and Buddhism that formed the bedrock of Chinese culture and norms. Confucianism deals with moral development, obedience, and social organization in the education of China, hence the values of filiality, loyalty and righteousness are cultivated in the curriculum. Teachers govern the classroom and students listen to them as this educational model presupposes respect for the superior authority and cultural heritage from Confucianism principles. Integrating Taoism into education supports students' well-being as the ancient teachings promote harmony. It emphasizes the processes of learning through activities, ideas and the accomplishment of coupled P. E and arts education. Many concepts of Taoism are tied into the learning processes to engage the students and allow them to discover what intrigues and inspires them as well as adequately develop them. These two strategies are philosophy of Buddhism in the system of education through the practices of mindfulness and ethical principles. It is for this reason mindfulness programs will assist the students in developing concentration, stress management, and be able to display cordiality. Thus, ethical conduct is taught to Buddhist students to behave righteously and be responsible, which also fosters good school climate. Altogether, these philosophies contribute to the practices of educational systems in China that focuses on the moral values and social and personal intelligences. The transformation of such traditional values into circulation and training of a teacher compels the schools to offer a distinct education model that is geared towards the production of cultured, academically excellent and moral people. Thus, it makes Chinese education unique and maintains the core values of developing the whole man. [ABSTRACT FROM AUTHOR]

During the year 2023, two studies on educational disengagement were carried out by the Metropolitan University of Education Sciences (UMCE), within the framework of the implementation of the Educational Reactivation Plan in its Educational Reengagement component. The objective of one of these studies was to characterize the phenomenon of educational disengagement in the Chilean school system after the pandemic, describing the implications of the school trajectories approach for its understanding and approach. A mixed approach was used for the study, with qualitative and quantitative techniques, using bibliographic analysis and semi-structured interviews for the qualitative component and multilevel data analysis in the quantitative component. This made it possible to show that the Educational Reactivation Plan is not using a trajectory approach and has been concerned with facing a crisis that became evident after the COVID-19 pandemic, trying to reduce low enrollment and attendance figures, leaving aside a deeper problem evidenced by the analysis of trajectories that reveals tensions regarding the protection of the right to education that the State should provide. [ABSTRACT FROM AUTHOR]

Students must receive the knowledge and skills they require for succeeding in a constantly changing world. Meeting each student's diverse needs, nevertheless, is difficult. For the purpose to promote student development and improve educational outcomes, this review study attempts to give a thorough conceptual framework for integrating both cognitive and non‐cognitive learning methodologies. While non‐cognitive learning focuses on social and interpersonal skills, emotional intelligence, and resilience, cognitive learning involves the acquisition of intellectual skills and critical thinking. Both types of education are essential for children's holistic development. Integrating non‐cognitive and cognitive approaches in education sector has several advantages. It promotes a well‐rounded education by offering a balanced approach that addresses the intellectual, emotional, and social elements of student progress. To support the suggested conceptual framework, a thorough analysis of recent research on the subject is conducted. The implementation of cognitive and non‐cognitive learning in the present condition is examined through a bibliometric analysis, which identifies research trends and gaps. In addition, a SWOT analysis has been done to assess the advantages, disadvantages, opportunities, and threats related to these strategies. The issues and areas that require additional research and development are better understood due to this analysis. The research's conclusions demonstrate the importance of adopting a well‐rounded educational strategy which considers various demands of students. The education system can encourage academic performance, critical thinking, socio‐emotional well‐being, and prepare students for success in a variety of spheres of life by integrating cognitive and non‐cognitive learning. It also points out the research gaps and underlines the value of further study for enhancing comprehension and cognitive and non‐cognitive learning methodologies' application. [ABSTRACT FROM AUTHOR]

This study explores how to recognize and understand the education power, what indicators to characterize and monitor the education power, what ways to build education power. Based on the theory of evidence-based education research, this study uses the comprehensive integration method to carry out a systematic analysis. A strong country in education is an education that is based on local education practices and of international standards. It provides comprehensive support for national construction and human development, exerts an all-round influence on education around the world, and plays a leading role in global education. This paper constructs the ontology index, value index, and identity index from the perspectives of ontology, value theory and identity theory of the world, and forms the key index system of education power. To build a powerful country in education, we must deal with several relations, including the mutual promotion relations between education and politics, education and society, education and economy, education, and human beings. [ABSTRACT FROM AUTHOR]

Studying educational satisfaction is a crucial component in understanding the current state of affairs and forecasting future actions. The satisfaction experienced by students can influence their motivation to achieve educational and career goals. This article presents the results of a study on the level of satisfaction with education among students in the Czech Republic, conducted from November 2023 to April 2024. The study explored students' satisfaction with their education, the reasons for pursuing higher education, and the motives for choosing specific educational institutions. A total of 154 respondents participated in the study, utilizing diagnostic survey methods, questionnaire techniques, and an interview survey. The analysis of the results indicated that many of students reported a satisfaction level higher than average. [ABSTRACT FROM AUTHOR]

Following the Russian Federation's attack on Ukraine, many women and children were forced to flee their homeland out of fear for lives. Poland, as a country bordering Ukraine, has accepted the most refugees, compared to other EU states. Soon after, Ukrainian school-age children began their education in Polish schools, but the process of their enrolment and adaptation to a new environment, as well as the provision of psychological assistance, became a significant challenge. The aim of the study was to inquire about the actions taken by principals of primary schools in Poland in connection with accepting refugee students from Ukraine to their institutions, as well as determining the possibilities of providing these students with spiritual support. The following survey research conducted in the four voivodeships that accepted the largest number of refugees, in urban and rural environments, allowed the identification of the practical solutions used by school principals in organising the assistance provided to refugee students from Ukraine in learning and integration with peers. As the research has indicated, the most important challenges in working with Ukrainian children affected by war are psycho-emotional experiences, depression and adaptation problems. Therefore, the priority in working with them was to use the strategy of spiritual support and solidarity, focusing on the prioritised human values—humanism, tolerance, faith, love, empathy, kindness, and mutual help. The conclusions drawn from the experience gained by Polish schools, in particular, in terms of the spiritual support for children of war, can be used by educational systems in other countries. [ABSTRACT FROM AUTHOR]

In this paper it is displayed the resilience of the Ukrainian educators and students during the ongoing conflict with Russia, with a particular focus on the role of online learning platforms. Despite the challenges posed by air raids, evacuations, and infrastructure damage, educators have swiftly transitioned to virtual classrooms using platforms like Zoom, Google Meet, AllUkrainian Online School and others. These platforms not only provide continuity in education but also serve as spaces for emotional support, fostering discussions about the conflict and offering solidarity to students amidst uncertainty. While significant challenges persist, including reaching students in heavily affected regions, the adaptability and dedication of Ukrainian educators underscore the resilience of the human spirit in adversity. Online learning continues to serve as a beacon of hope, ensuring that the pursuit of knowledge endures even in the darkest of times. [ABSTRACT FROM AUTHOR]

This research interprets the destabilization in U.S. higher education using Layton's theory of marketing systems to detail disruptions to academia's system settings. It highlights three impacted areas: governance, sentiment, and transformation. The authors examine the interplay between societal, technological, competitive, and political power shifts as major disruptors reshaping higher education. It critically examines these shifts by intertwining history with the demands of today's evolving landscape, emphasizing the need for transformative change. Layton's theory is utilized in this study to provide stakeholders a starting point to make informed, situationally aware strategic decisions during the choice and value-added phases of the framework based on Layton's Marketing Systems Theory. [ABSTRACT FROM AUTHOR]

This research investigates the interaction among state education expenditure, the proportion of educated population, and their influence on the Composite Sustainable Development Index from 2000 to 2020, encompassing BRICS and extended BRICS + nations, using the CUP-FM methodology. Results indicate a significant correlation, where a 1% increase in education spending in BRICS + corresponds to an almost 0.15% elevation in sustainable development. This correlation is attributed to enhancements in human capital, innovation, poverty reduction, social equality, and environmental awareness. Nevertheless, the sheer quantity of educated individuals alone does not markedly affect sustainable development, underscoring the importance of educational quality. The study also identifies a robust connection between internet access and sustainability, with a 1% increase resulting in a more than 0.2% improvement. Conversely, challenges arise from waste generation, CPI, and uncertainty, each causing roughly 0.10%, 0.23%, and 0.19% reductions with a 1% increase. Policy implications emphasize the need to prioritize environmentally friendly education, strategically allocate resources, address challenges, and promote digital connectivity for informed decision-making and innovation. [ABSTRACT FROM AUTHOR]

Objective: A vision document represents an idealized depiction of the future, highlighting the long-term objectives of a nation. When discussing the analysis of perspectives on both the national and global scale, it is crucial to reassess the internal and external indicators of the education system. The objective of this article was to investigate the institutional challenges presented in the laws of the Iran vision document 2025 and its subordinate plans. Methods: The research methodology employed was primarily applied, with a descriptiveanalytical and survey approach. The population for this study consisted of the development perspective document of the Islamic Republic of Iran for the horizon of 2025, as well as the fourth, fifth, and sixth development plans of the country, and the performance of the annual budget during the implementation of the development perspective document of 2025. Data collection involved the utilization of both document analysis and survey methods. The process tracking method was employed to analyze the data, search for evidence, and evaluate it in order to elucidate the reasons behind the unaccomplished goals of the 2025 vision document. Results: Consequently, an effective and dependable system for measurement and evaluation becomes imperative to assess and monitor progress in the realization of long-term visions and plans. However, there are instances where the measurement and evaluation system prove to be inefficient and incomplete, which hinders the identification and rectification of weaknesses, as well as performance enhancement. The implementation of the vision document and its subsequent programs may necessitate substantial financial resources. Inadequate funding or insufficient budget allocation can lead to financial difficulties and delays in the execution of these programs. Conclusions: To advance with the vision document and downstream plans, it is essential to identify and manage these barriers. [ABSTRACT FROM AUTHOR]

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