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The level of difficulty of mathematical test items is a critical aspect for evaluating test quality and educational outcomes. Accurately predicting item difficulty during test creation is thus significantly important for producing effective test papers. This study used more than ten years of content and score data from China's Henan Provincial College Entrance Examination in Mathematics as an evaluation criterion for test difficulty, and all data were obtained from the Henan Provincial Department of Education. Based on the framework established by the National Center for Education Statistics (NCES) for test item assessment methodology, this paper proposes a new framework containing eight features considering the uniqueness of mathematics. Next, this paper proposes an XGBoost-based SHAP model for analyzing the difficulty of mathematics tests. By coupling the XGBoost method with the SHAP method, the model not only evaluates the difficulty of mathematics tests but also analyzes the contribution of specific features to item difficulty, thereby increasing transparency and mitigating the "black box" nature of machine learning models. The model has a high prediction accuracy of 0.99 for the training set and 0.806 for the test set. With the model, we found that parameter-level features and reasoning-level features are significant factors influencing the difficulty of subjective items in the exam. In addition, we divided senior secondary mathematics knowledge into nine units based on Chinese curriculum standards and found significant differences in the distribution of the eight features across these different knowledge units, which can help teachers place different emphasis on different units during the teaching process. In summary, our proposed approach significantly improves the accuracy of item difficulty prediction, which is crucial for intelligent educational applications such as knowledge tracking, automatic test item generation, and intelligent paper generation. These results provide tools that are better aligned with and responsive to students' learning needs, thus effectively informing educational practice. [ABSTRACT FROM AUTHOR]

This paper analyzes stakeholder engagement in educational policymaking in Singapore and Finland, two countries renowned for successful education systems. While both countries achieve high academic standards, they employ distinct approaches to engage stakeholders in shaping educational policies. Singapore adopts a centralized model where policymaking is primarily directed by the Ministry of Education (MOE), with limited participation from external stakeholders. In contrast, Finland adopts a decentralized approach, empowering local authorities and schools with significant autonomy and actively involving stakeholders in policymaking. Key stakeholders, including teachers, parents, students and the private sector, play different roles in each country's education governance. In Singapore, stakeholders are consulted through formal channels but have limited influence on decision-making, whereas, in Finland, stakeholders actively steer fundamental policy directions through extensive participation and consensus-building. The paper highlights the strengths and weaknesses of each approach and their impacts on education outcomes. Despite differences in governance models, both countries prioritize inclusive education, social cohesion, and holistic development. The analysis underscores the importance of meaningful stakeholder engagement in crafting effective education policies that align with national values and visions. [ABSTRACT FROM AUTHOR]

This document discusses the use of virtual and augmented reality (VR/AR) technologies in education and lifelong learning. The authors highlight the potential of VR/AR to enhance learning experiences by providing immersive and engaging digital environments. They also discuss the challenges associated with implementing these technologies, such as instructional approaches, toolsets, student engagement, and retention. The document includes a summary of seven research papers that explore various applications of VR/AR in education, including remote laboratories, music education, industrial processes, vocational training, language learning, and immersive learning environments. The authors conclude that while VR/AR technologies have the potential to transform education, there are still barriers to overcome, such as the lack of standards and training for educators. They suggest further research on group work, socializing environments, and interoperability between educational applications. [Extracted from the article]

To teach a subject successfully it is necessary to have knowledge of that subject and of pedagogy as it relates to that subject. Based on the observation of teachers teaching mathematics, Rowland and colleagues developed the Knowledge Quartet. Whilst some aspects of the Knowledge Quartet are set in the context of teaching mathematics, much is more generic and applicable to other subjects. In many jurisdictions, the professional standards for teachers do not have any subject-specific content. This paper describes the development of a knowledge framework, primarily based on the Knowledge Quartet, for teachers of physics, which is designed to sit alongside any teacher professional standards and school curriculum documents. The framework provides subject-specific guidance on the knowledge-base necessary for the teaching of physics as well as providing a common language to help facilitate collaboration between colleagues in relation to their professional learning. The framework was also extended to include the knowledge required by physics teacher educators supporting the professional learning of teachers of physics. The development process included gathering data from a range of physics teachers and physics teacher educators on the value and content of the framework and it being piloted with several physics teacher educators, resulting in an amendment and refinement of the framework. The resulting framework is offered as a useful tool for those involved in the education of physics teachers and as an exemplar of a knowledge framework that could be extended to other subjects. [ABSTRACT FROM AUTHOR]

The increasing use of artificial intelligence (AI) in education has raised questions about the implications of ChatGPT for teaching and learning. A systematic literature review was conducted to answer these questions, analyzing 112 scholarly articles to identify the potential benefits and challenges related to ChatGPT use in educational settings. The selection process was thorough to ensure a comprehensive analysis of the current academic discourse on AI tools in education. Our research sheds light on the significant impact of ChatGPT on improving student engagement and accessibility and the critical issues that need to be considered, including concerns about the quality and bias of generated responses, the risk of plagiarism, and the authenticity of educational content. The study aims to summarize the utilizations of ChatGPT in teaching and learning by addressing the identified benefits and challenges through targeted strategies. The authors outlined some recommendations that will ensure that the integration of ChatGPT into educational frameworks enhances learning outcomes while safeguarding academic standards. [ABSTRACT FROM AUTHOR]

The document titled "Statement of Peer Review" confirms that all papers published in the conference proceedings of the 7th Mechanical Engineering, Science and Technology (MEST) conference underwent peer review. The reviews were conducted by knowledgeable referees in accordance with academic and professional standards. The review process was single-blind, with 53 submissions sent for review and 30 accepted, resulting in an acceptance rate of 56.6%. On average, each paper received two reviews, and a total of 26 reviewers were involved. The authors of the document declare no conflicts of interest. For more information on the review procedure, readers are directed to Figure 1. [Extracted from the article]

The COVID-19 lockdown has had serious consequences, including rethinking higher education. The study aims to enhance the knowledge base of online education and academic integrity through a case study of the Ludovika University of Public Service (LUPS), Budapest, Hungary. The research aimed to assess the teachers' experience with distance learning and examinations, including the change in workload, digital competencies, Moodle, Turnitin, and other software used during and after the lockdown. This paper summarizes the university-level policy changes induced during the lockdown, covering the introduction of emergency distance teaching and online examinations in academic integrity at the university. Two years after the first lockdown, the researchers made a survey (n = 145) about the continuation of the introduced solutions. The results show that a remarkable reordering started while the technical and technological backgrounds were available for the changes. The teachers could feel a significant increase in workload with distance education and have low trust in maintaining the standards of academic integrity. However, the research shows moderate and low levels of digital competencies in the majority of teachers, which clearly defines the most crucial task leading to success. Maintaining the monitoring system with objective indicators of the development and the opinions of the interested parties is essential for successful strategies in the field. [ABSTRACT FROM AUTHOR]

In this paper, we describe iterative derivative-free algorithms for multiple roots of a nonlinear equation. Many researchers have evaluated the multiple roots of a nonlinear equation using the first- or second-order derivative of functions. However, calculating the function's derivative at each iteration is laborious. So, taking this as motivation, we develop second-order algorithms without using the derivatives. The convergence analysis is first carried out for particular values of multiple roots before coming to a general conclusion. According to the Kung–Traub hypothesis, the new algorithms will have optimal convergence since only two functions need to be evaluated at every step. The order of convergence is investigated using Taylor's series expansion. Moreover, the applicability and comparisons with existing methods are demonstrated on three real-life problems (e.g., Kepler's, Van der Waals, and continuous-stirred tank reactor problems) and three standard academic problems that contain the root clustering and complex root problems. Finally, we see from the computational outcomes that our approaches use the least amount of processing time compared with the ones already in use. This effectively displays the theoretical conclusions of this study. [ABSTRACT FROM AUTHOR]

The growing importance of regional units in national economies gives rise to the objective need to improve the tools of spatial management. The construction of realistic development scenarios and forecasts is possible on the basis of the DSGE models' tools. At the same time, models of a similar class that describe socio-economic processes at the level of the regional economy are practically not represented in modern studies. The purpose of the paper is to build a model of the regional economy based on DSGE tools. A feature of the proposed model is the consideration of spatial features through budget expenditures on the digitalization of such areas as healthcare and education. The high importance of these costs became evident during the COVID-19 crisis, when the consequences of underfunding IT costs in education and healthcare led to slowing economic growth. We have allocated health and education expenses in the standard budget limit of the regional government. On the basis of the developed model, response functions for shocks of exogenous variables for 20 periods were built. The result of the simulation is the response functions of endogenous variables in response to the fading growth in the share of spending on human capital in the region, as well as the obtained values of elasticities for a single change in shocks. [ABSTRACT FROM AUTHOR]

Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master's degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students' skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively. [ABSTRACT FROM AUTHOR]

In the United States, Doctor of Pharmacy (PharmD) programs are required to provide advanced pharmacy practice experiences (APPEs) in the core inpatient rotation areas of hospital/health system pharmacy and inpatient general medicine patient care. Colleges and Schools of Pharmacy (C/SOPs) nationwide are increasingly utilizing blended or longitudinal APPE models to offer experiential opportunities; however, there is a gap in the literature to support programs with delineating rotation-specific competencies when integrating two or more rotations together. Utilizing a survey instrument, PharmD students at two C/SOPs reported their onsite inpatient rotation sub-competency activities achieved within the four competency areas of Hospital/Health Pharmacy Systems, Medication Safety and Quality, Clinical Applications, and Professional Practice, which are listed in Appendix C of the 2016 Accreditation Council for Pharmacy Education Standards Guidance Document. Unpaired two-sample t-tests were performed to compare proportions of sub-competency activity occurrence in the two rotation settings. In total, 168 students reported inpatient activities related to the four competency areas, with 95–100% reporting their involvement in one or more sub-competency opportunities within each area. Of the 26 sub-competencies compared, 73% significantly facilitated the development of competency to a greater extent for one APPE inpatient rotation type over the other (p < 0.05). The findings can be utilized by C/SOPs to support the delineation of rotation-specific competencies when blending inpatient experiential opportunities. [ABSTRACT FROM AUTHOR]

Pain is a common complaint, and the consumption of analgesics is prevalent. Community pharmacists, as primary contact points for patients, can play a crucial role in guiding patients toward rational pharmacotherapy or alternative pain management strategies. However, there are no specific educational curricula or standard guidelines to support this role, and the perception of this potential role is not well known. We conducted an anonymous online questionnaire among community pharmacists in Norway to assess their knowledge, perspectives, and willingness to engage in pain care. The survey also explored potential facilitators and barriers, and the use of any current guidelines. Seventy-one community pharmacists participated from various regions in Norway. Findings revealed that community pharmacists felt knowledgeable and willing to engage in pain management but anticipated barriers such as time constraints and a lack of standard guidelines. Participants also highlighted the need for better collaboration with other healthcare professionals and continuous professional development to enhance their role. To optimize the role of community pharmacists in pain management, therefore, integrating them into multidisciplinary healthcare teams, minimizing barriers, and providing continuous education and standard guidelines seem essential. This approach can empower community pharmacists and improve pain management outcomes. [ABSTRACT FROM AUTHOR]

While the pre-service teacher education (PSTE) programme holds global significance, there is a lack of evidence regarding its impact on the teaching practices of mathematics student teachers. Therefore, this study examines the impact of PSTE programmes on mathematics student teachers' teaching practices during school experiences. Grounded in a post-positivist paradigm, the study employs a mixed-methods research approach and a sequential explanatory mixed-methods design to gather data through questionnaires and semi-structured interviews. The research findings indicate that PSTE programmes have a significant impact on mathematics student teachers' ability to teach mathematical content that aligns with curriculum standards, enhances their subject knowledge, and increases their confidence. However, the programmes have minimal influence on their ability to implement differentiated instruction during their teaching practices. Based on these findings, the study concludes that although mathematics student teachers may lack the necessary skills to implement differentiated instruction, high-quality teacher education programmes can build their confidence and enable them to effectively manage their classrooms and adapt teaching practices to meet diverse learner needs. Therefore, the study suggests that stakeholders involved in PSTE programmes should provide continuous guidance and constructive feedback to help student teachers overcome challenges and improve their teaching practices. This support system is crucial for the success of the PSTE programme and has a direct impact on the quality of mathematics instruction in schools. [ABSTRACT FROM AUTHOR]

The use of lung ultrasonography in neonates is increasing at a very fast rate. Evidence-based guidelines on the use of lung ultrasound (LU) in neonates and children have been published and well received across the world. However, there remains a lack of standardized curriculum for lung ultrasound training and standards for its application at the bedside. This article focuses on providing a standardized approach to the application of lung ultrasonography in neonates for the common neonatal conditions and how it can be integrated into bedside clinical decision-making. [ABSTRACT FROM AUTHOR]

Mathematical thinking (MT) has been one of the most important goals for mathematics education as it can support sustainable mathematics learning. Its role in school mathematics has recently been explicitly identified as one of "Four Basics" in the latest national curriculum standard for compulsory education, which is seen as one of the prominent features of Chinese mathematics education. This paper reviewed definitions, descriptions, and explanations from a historical perspective and aimed to provide a comprehensive and contemporary conceptualization for MT in a Chinese context, which can be applied as a comparison to MT in English works. To achieve this, document analysis was applied in this study. Major official documents, papers, and books were reviewed to see the process of MT conceptualization given by the policy makers and researchers. Results indicated that MT places more emphasis on the process of mathematical methods application in problem solving, such as the method of combination of symbolic and graphic mathematics. Mathematical thought is also recommended by Chinese researchers to help students think like mathematicians. Another major characteristic is that the classification of major types of MT is usually focused on that which can make the concept more understandable. [ABSTRACT FROM AUTHOR]

Studies show that feedback greatly improves student learning outcomes, but achieving this level of personalization at scale is a complex task, especially in the diverse and open environment of Massive Open Online Courses (MOOCs). This research provides a novel method for using cutting-edge artificial intelligence technology to enhance the feedback mechanism in MOOCs. The main goal of this research is to leverage AI's capabilities to automate and refine the MOOC feedback process, with special emphasis on courses that allow students to learn at their own pace. The combination of LangChain—a cutting-edge framework specifically designed for applications that use language models—with the OpenAI API forms the basis of this work. This integration creates dynamic, scalable, and intelligent environments that can provide students with individualized, insightful feedback. A well-organized assessment rubric directs the feedback system, ensuring that the responses are both tailored to each learner's unique path and aligned with academic standards and objectives. This initiative uses Generative AI to enhance MOOCs, making them more engaging, responsive, and successful for a diverse, international student body. Beyond mere automation, this technology has the potential to transform fundamentally how learning is supported in digital environments and how feedback is delivered. The initial results demonstrate increased learner satisfaction and progress, thereby validating the effectiveness of personalized feedback powered by AI. [ABSTRACT FROM AUTHOR]

Previous studies show that students' goal orientation and conscientiousness are related to academic performance. Few studies, however, allow conclusions to be drawn about the factor structure of goal orientation and its distinctions from conscientiousness. In a study with N = 145 secondary school students (M = 13.9, SD = 0.85; 41% male), we investigated if the residuals of latent factors of goal orientation are still meaningfully correlated with academic performance and reasoning. Based on structural equation models, we have replicated the theoretically derived four-factor structure and showed that conscientiousness explains 29% of the variance in learning goals and 40% of the variance in work avoidance. Furthermore, we show that the residuals of goal orientation are mainly not significantly related to reasoning or educational standards (only work avoidance correlated with reasoning, and performance goals correlated with educational standards). Educational standards were highly correlated with reasoning. Implications for school practice and possible interventions are discussed. [ABSTRACT FROM AUTHOR]

Metaverse platforms are becoming an increasingly popular form of collaboration within virtual worlds. Such platforms provide users with the ability to build virtual worlds that can simulate real-life experiences through different social activities. In the paper, we introduce a novel platform that provides assistive tools for building an educational experience in virtual worlds and overcoming the boundaries caused by pandemic situations. Therefore, the authors developed a high-level software architecture and design for a metaverse platform named VoRtex. VoRtex is primarily designed to support collaborative learning activities with the virtual environment. It is designed to support educational standards and it represents an open-source accessible solution developed using modern technology stack and metaverse concepts. For this study, we conducted a comparative analysis of the implemented VoRtex prototype and some popular virtual world platforms using Mannien's matrix. Afterwards, based on the comparison, we evaluated the potential of the chosen virtual world platform and the VoRtex platform for online education. After an interactive demonstration of the VoRtex platform, participants were asked to fill out a questionnaire form. The aim was to enable participants to identify the main advantages of online teaching using the VoRtex platform. Finally, the authors analyzed benefits and disadvantages of collaborative learning between the metaverse platform and real-world classroom sessions. [ABSTRACT FROM AUTHOR]

Innovation is critical for enterprises and the country's economy, and it has resulted in an improvement in living standards. There may be appropriate lessons to learn from other countries, but their adoption must be assessed due to education and living standards variations. This paper aims to build an in-depth understanding of the stimulating factors for ICT innovations from Sweden, and examines their adoption in the context of a developing country, Sri Lanka. ICT innovations significantly impact development in other sectors, as they can ease doing business and other essential services. This study is based on seven interviews, including key people leading innovation activities in Sweden. Then, it critically analyses and presents the application of stimulating factors in Sweden to the context of a developing country, namely Sri Lanka. The results indicate that education and mindset, a risk-taking environment, embracing failures, digitalisation and collaboration are the critical determinants of ICT innovations in Sweden. This research is vital for educational policymakers in universities, technology transfer offices, and governmental policymakers. [ABSTRACT FROM AUTHOR]

The paper covers different interpretations of Online Distance Learning (ODL) organization and explanation of current managerial theories that have impact on its development. In the paper, two research methods have been applied i.e. case studies and literature interpretation. First, author presents case studies and delivers characteristics of the four case studies of ODL institutions project development. In the main part of the paper, basing on the case studies and literature studies, author delivers the model of value creation and sharing at ODL university. Author argues that ODL university value creation demands a completely new approach towards educational processes. Their development requires knowledge and relationship management, IT architecture development, resource management by contracts, standardization for controllability, compatibility and interoperability. The paper contains a review of standards applicable in online distance education organizations. Author concludes that proposed value development model is important for ODL organization strategy management. [ABSTRACT FROM AUTHOR]

Numerous studies indicate that evolutionary concepts can and should be taught at the primary school level. However, teaching evolution in primary school is presumably not yet the norm globally. At the same time, the educational potential of evolutionary concepts lies in their applicability to many curriculum topics in the natural and social sciences. Capitalizing on this potential requires broad teacher content knowledge (CK) and pedagogical content knowledge (PCK) about the teaching of evolutionary concepts. However, not much is known regarding ways to develop primary teacher CK and PCK during pre-service training. In this article, we present the iterative design, implementation, and mixed methods formative evaluation (based on a design-based research framework) of a pre-service teacher education module. Its aim was to promote the development of pre-service primary school teacher CK, PCK, as well as motivation and confidence for teaching evolution across the primary school curriculum. Results indicate that pre-service teachers can be supported and motivated to teach evolutionary concepts across various themes in the primary school curriculum through a semester long course. Participants were able to develop core aspects of CK and PCK regarding the teaching of evolutionary concepts in primary school. The resulting module design integrates existing collective PCK on teaching evolution at the primary level as well as novel design considerations and teaching approaches that can be integrated into pre-service teacher education programs. However, challenges remain, particularly regarding the integration of evolutionary concepts in mandated curriculum standards such that the educational potential of evolution can be fully capitalized on by teachers. [ABSTRACT FROM AUTHOR]

This paper analyses the process of transforming specialist training systems for oil and gas projects in the Arctic, which has been taking place within the structure of education in Russia over the past decade. Using classical methods of analysis, synthesis, and classification, the authors studied the main global trends in training personnel for the Arctic and the manifestations of these trends in the system of training Russian specialists. To identify the qualitative characteristics of the educational system development, the authors applied the survey method and composed a list of leading universities in training personnel for the Russian Arctic, as well as the "Arctic professions of the future". As a result of the study, the authors came to the conclusion that global trends in training "Arctic personnel" show the need to develop an interdisciplinary approach, to form basic knowledge in Natural Sciences, to study the socio-cultural specifics of the region, to develop new educational standards, to implement the concept of 'Life Long Learning', to widely introduce digital technologies and to internationalize education. In general, the Russian personnel training system is adapting to changing conditions, in particular, some progress has been made in the formation of "digital" competencies and skills to work in a developed IT infrastructure. The introduction of "digital fields" has led to an increase in the demand for IT specialists in the Arctic oil and gas sector. With the help of an expert survey, it was revealed that in the future, the most popular professions, along with "drillers" and transport specialists, will be IT specialists who ensure the "digital fields" functioning. The leading Russian universities that train specialists for modern oil and gas projects in the Arctic have been identified. It is noted that not all leading industry universities in Russia are participating in international educational projects and organizations. There is skepticism about the internationalization of education. [ABSTRACT FROM AUTHOR]

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online or blended mode of delivery. Irrespective of the measures taken, universities must continue to maintain their high academic standards and provide a high-quality student experience as required for delivery of learning outcomes associated with each degree programme. This has created a challenge across the higher education landscape, where academics had to switch to remote teaching and different approaches to achieving laboratory delivery. As a result, students have not been receiving face-to-face teaching, and access to laboratory facilities has been limited or nearly impossible. This paper reviews numerous approaches taken by universities to deliver teaching and laboratory practices remotely, in consideration of the COVID-19 pandemic, whilst also considering the potential impacts on the student learning experience. This review is primarily focused on the fields of engineering, science and technology, based on published literature including books, reviewing web-based provision of selected universities, institutional and national policy documents. [ABSTRACT FROM AUTHOR]

Pharmacy technicians' roles are rapidly evolving in Great Britain (GB) as they undertake more extended activities with increased autonomy across the different pharmacy sectors. This paper compares the GB pharmacy regulator initial education and training standards recently introduced (2017) with the qualifications currently used in practice and discusses whether future qualifications will be 'fit for purpose'. In this context, knowledge, skills, and competence are reviewed to assess whether they will meet the expectations and underpin the evolving pharmacy technician role as integral to healthcare provision. Based on drivers, policy change, and the changing GB healthcare landscape, effectiveness of skill mix is analysed to establish whether this is being optimised to support person-centred pharmacy in response to the challenges and pressures faced within the NHS. On this basis and given there is a limited evidence base, this review has highlighted a need for larger scale research to reassure the pharmacy and wider healthcare professions, and the public, that the evolving pharmacy technician role presents no increased risk to patient safety and contributes significantly to releasing pharmacists time for person-centred clinical activities. [ABSTRACT FROM AUTHOR]

A national need exists to effectively engage women and people categorized as minorities in science, technology, engineering, and mathematics (STEM) fields and career paths. Given the minimal existence of standards and accreditation boards for engineering design and holistic engineering practice in K–12 contexts, we must better understand how said engineering design and holistic engineering practice affects the learning and identity formation of K–12 students. Here, 50 rising 9th–12th grade girls are exposed to either a socio-ethics enhanced engineering curriculum or a standard engineering curriculum through a week-long STEM summer camp. Qualitative methods are used to conduct a thematic analysis on the engineering language used by students in each curriculum group. Significant differences in language and attitudes towards engineering and the practice of STEM subjects is observed through the incorporation of ethics and humanities into a standard model engineering curriculum. The study presented in this paper demonstrates that students have a tendency towards describing scientific ideas through abstract terms, while a group who participated in the social science integrated camp tended to describe scientific ideas using social-emotional terms. Lastly, students who participated in the camp with integrated social sciences displayed an expanded view and sense of responsibility for the society for which their science is developed to serve. These results could have implications on how STEM subjects are communicated to attract and sustain student interest. [ABSTRACT FROM AUTHOR]

In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and comparative research methods, which focus on the process, content selection, and implementation status of information and communication technology (ICT) in the Computing curriculum of British primary and secondary schools. This research content is based on an analysis perspective of curriculum value theory from levels of social and human development, and finally formed the analysis framework of value in information technology curriculum standards. The research results analyze reasons for changes in the value orientation and practical performance of the information technology curriculum standards in Britain to help understand trends and challenges of information technology reform in different contexts. Finally, this research finds the effects of content and value changes of curriculum standards on social and student development and puts forward conclusions for the position and value of information technology in the future of learning and teaching in the context of educational informatization. [ABSTRACT FROM AUTHOR]

Era of Society 5.0 has had a significant impact on the implementation of education for students in Indonesia, which presents opportunities and challenges for educators in each education unit. One of the education units that feels this impact is inclusive education. Inclusive education learning designs in which there are special assistant teachers have a more dominant social constructivist tendency than those with regular education teachers. The development of the right inclusive education learning design will help children with special needs in achieving their optimal potential development according to their conditions and needs in the community. This study aims to propose inclusive education learning designs that are relevant to Era of Society 5.0 based on national education standards including standard processes, standards for educators, and standards for infrastructure. This study employs a descriptive qualitative study, and. the primary data collection instruments were in the form of observations and interviews, as well as documentation as a secondary data collection instrument. Participants were selected using a purposive sampling technique and they were from five inclusive schools in the province of South Kalimantan. The data analysis technique uses content analysis. The results of the study show that Era of Society 5.0 is in line with the development of inclusive education learning designs and is relevant to the Indonesian national education system which includes standard processes, standards for educators, and standards for infrastructure. [ABSTRACT FROM AUTHOR]

Education is an important aspect of evaluation and consent for left ventricular assist device (LVAD) candidates. A better understanding of candidate knowledge during the education process can help identify knowledge gaps and improve informed consent processes. This paper presents the results from a validated, LVAD-specific Knowledge Scale administered to candidates before and after education to identify items most and least frequently answered correctly. At baseline and 1-week, both candidates educated with a standard education and an LVAD-specific decision aid were most likely to answer logistical items relating to support and self-care correctly with ≥90% of candidates answering these items correctly after education. Candidates were least likely to answer questions about risks, transplant eligibility, and expenses correctly with <60% of candidates answering them correctly after education. Items with the greatest improvement in correct answers from baseline to 1-week were primarily related to the logistics of living with an LVAD. Candidates educated with the decision aid showed significant improvements on more knowledge items including those related to the forecasting of recovery and complications when compared to candidates educated with a standard education. The 20-item scale provides a standardized way for clinicians to identify knowledge gaps with LVAD candidates, potentially helping to tailor education. Targeted improvements in LVAD education should focus on the understanding of risk and potential complications to ensure that decision-making and informed consent processes emphasize both the patient and clinicians' conceptualizations of knowledge needs for informed consent. [ABSTRACT FROM AUTHOR]

Instructional framework based on a knowledge graph makes up for the interdisciplinary theme design ability of teachers in a single discipline, to some extent, and provides a curriculum-oriented theme generation path for STEAM instructional design. This study proposed a dynamic completion model of a knowledge graph based on the subject semantic tensor decomposition. This model can be based on the tensor calculation of multi-disciplinary curriculum standard knowledge semantics to provide more reasonable STEAM project-based learning themes for teachers of those subjects. First, the STEAM multi-disciplinary knowledge semantic dataset was generated through the course's standard text and open-source encyclopedia data. Next, based on the semantic tensor decomposition of specific STEAM topics, the dynamic generation of knowledge graphs was realized, providing interdisciplinary STEAM learning topic sequences for teachers of a single discipline. Finally, the application experiment of generating STEAM learning themes proved the effectiveness of our model. [ABSTRACT FROM AUTHOR]

Standards of care offer doctors and patients the confidence that an established quality, evidence-based, care is provided, and represent a tool for optimal responding to the population's needs. It is expected that they will increasingly express a multimodal relationship with gynecologic laparoscopy. Laparoscopy is, now, a standard procedure in operative gynecology, standards are embedded in many laparoscopic procedures, standardization of the skills/competency assessment has been progressively developed, and the proof of competency in laparoscopy may become a standard of care. A continuous development of surgical education includes standard equipment (that may bring value for future advance), standardized training, testing (and performance) assessment, educational process and outcome monitoring/evaluation, patients' care, and protection, etc. Standards of care and training have a reciprocally sustaining relationship, as training is an essential component of standards of care while care is provided at higher standards after a structured training and as credentialing/certification reunites the two. It is envisaged that through development and implementation, the European wide standards of care in laparoscopic surgery (in close harmonization with personalized medicine) would lead to effective delivery of better clinical services and provide excellent training and education. [ABSTRACT FROM AUTHOR]

Computer science is a dynamic field of study that requires constant review and updating of the curricular designs in academic programs—in general, measuring the impact of plan changes has been little explored in the literature. In most cases, it focuses only on structuring its curricula, leaving aside several factors associated with important events or facts such as student dropout, retention, and inclusion. However, these features provide academic institutions with many opportunities to understand student performance and propose more effective preventive/corrective actions to avoid dropouts. This work focuses on the curricular changes' influence on student gender imbalance, socioeconomic provenance, and dropout. Specifically, we employ three different approaches for our analysis: (i) a longitudinal study of four curricula from informatics engineering to computer science transition at San Pablo Catholic University, (ii) an exploratory analysis for identifying essential features that determines the events mentioned above, and (iii) a survival analysis to estimate the probability that a student will stay (not dropout) before graduate, and calculate the average permanence time per curricula. Our analysis shows that the female student rates decreased, student rates from lower socioeconomic provenance increased, and the dropout rates were reduced with updates towards an internationally standardized curriculum. This is even strongly evidenced when the program changes its name. Finally, the set of techniques employed in this work composes a statistical mechanism that can be replicated/adapted to any other program in computer science aiming to extract valuable insights to support the decision-making process in educational institutions. [ABSTRACT FROM AUTHOR]

Once aware of that condition, the road from critical pedagogy to critical language pedagogy was a natural one, and among the different possibilities I could envision for my career from that point on, the consolidation of my position as a researcher and teacher educator appeared to be irreversible, culminating in my work as a PhD candidate. In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue. Through our work as critical educators who work in different levels of education (that is, university and basic and technological levels), we mostly aim at creating spaces for reflecting on possibilities, and perhaps principles, that may elucidate/encourage viable paths for critical language development. For me, that is the true value of the collaborative work around the articles in this Special Issue; they represent a process and work that connects us at a time when we are isolated and our work is more difficult than ever. [Extracted from the article]

We use a case study of job talks in five engineering departments to analyze the under-studied area of gendered barriers to finalists for faculty positions. We focus on one segment of the interview day of short-listed candidates invited to campus: the "job talk", when candidates present their original research to the academic department. We analyze video recordings of 119 job talks across five engineering departments at two Research 1 universities. Specifically, we analyze whether there are differences by gender or by years of post-Ph.D. experience in the number of interruptions, follow-up questions, and total questions that job candidates receive. We find that, compared to men, women receive more follow-up questions and more total questions. Moreover, a higher proportion of women's talk time is taken up by the audience asking questions. Further, the number of questions is correlated with the job candidate's statements and actions that reveal he or she is rushing to present their slides and complete the talk. We argue that women candidates face more interruptions and often have less time to bring their talk to a compelling conclusion, which is connected to the phenomenon of "stricter standards" of competence demanded by evaluators of short-listed women applying for a masculine-typed job. We conclude with policy recommendations. [ABSTRACT FROM AUTHOR]

It is not known whether electronic-learning (e-learning) is effective for educating hospital inpatients about complex medications such as warfarin. This prospective randomised controlled study compared pharmacist-facilitated e-learning with standard pharmacist-delivered face-to-face education on patients' or their unpaid carers' knowledge of warfarin and satisfaction with warfarin education as well as the time that was spent by pharmacists in delivering warfarin education. Adult English-speaking patients (or their carers) who had been prescribed warfarin were randomised to receive standard pharmacist face-to-face education (control) or an e-learning module on a tablet device facilitated by a pharmacist (intervention). All of the participants received written warfarin information and were presented with the opportunity to ask any questions that they may have had to a pharmacist. Fifty-four participants completed the study (27 per group). The participants who received e-learning had median correct Oral Anticoagulation Knowledge (OAK) test scores of 85% compared to 80% for standard education (p = 0.14). The participants in both groups were satisfied with the information that they received. There was a trend towards pharmacists spending less time on warfarin education for the e-learning group than in the standard education group (25.5 vs. 33 min, respectively, p = 0.05). Education delivered via pharmacist-facilitated e-learning was non-inferior in terms of patient or carer warfarin knowledge compared to standard pharmacist-delivered education. [ABSTRACT FROM AUTHOR]

The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students' opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method's prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach's alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students' soft skills. [ABSTRACT FROM AUTHOR]

The concept of marine environmental sustainability is essential, and ocean literacy is currently at the core of its development. Comparing ocean literacy principles in curriculum standards is an important thing to do. Ocean literacy (OL) is a key and emerging topic, and its study has adopted a qualitative approach and follows the content analysis approach. It was observed that, on average, OL concepts covered in the educational standards of the USA (Next Generation Science Standards, NGSS) are higher than those of India (Indian National Standards, INSs). The study revealed that the 6th principle is highly accentuated in both countries' educational standards out of the seven essential principles. Moreover, the results indicate variation in OL alignment across India's grade bands and the USA's educational standards. Based on the results mentioned above, the proposed study intends to provide references to marine education researchers, curriculum developers, and educational policymakers in India to suitably adjust OL coverage concepts in schools to cultivate ocean-literate citizens. [ABSTRACT FROM AUTHOR]

Finding higher-order optimal derivative-free methods for multiple roots (m ≥ 2) of nonlinear expressions is one of the most fascinating and difficult problems in the area of numerical analysis and Computational mathematics. In this study, we introduce a new fourth order optimal family of Ostrowski's method without derivatives for multiple roots of nonlinear equations. Initially the convergence analysis is performed for particular values of multiple roots—afterwards it concludes in general form. Moreover, the applicability and comparison demonstrated on three real life problems (e.g., Continuous stirred tank reactor (CSTR), Plank's radiation and Van der Waals equation of state) and two standard academic examples that contain the clustering of roots and higher-order multiplicity (m = 100) problems, with existing methods. Finally, we observe from the computational results that our methods consume the lowest CPU timing as compared to the existing ones. This illustrates the theoretical outcomes to a great extent of this study. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has deepened social and educational asymmetries in some developing countries, such as Romania. Tele-education failed to replace face-to-face education due to the lack of symmetrical policy, connectivity, infrastructure, digitalized educational materials and digital competences. Was this issue predictable and, hence, the stakeholders' mission failed? Our qualitative research aims at analyzing, in depth, these digitalization asymmetries, with a sample formed of Information and Communication Technology (ICT) specialists working for/with Romanian 1–4 International Standard Classification of Education (ISCED) schools. The collected primary data were processed with Atlas.ti 8. The results emphasize major key areas to be addressed with future public symmetrical policy and change management strategies: equal access to infrastructure, as well as development of compulsory and complementary digital skills (for teachers and students). The necessity to support school management in accessing funding is also required to enhance digitalization. [ABSTRACT FROM AUTHOR]

Recently, there has been increasing interest in techniques for enhancing working memory (WM), casting a new light on the classical picture of a rigid system. One reason is that WM performance has been associated with intelligence and reasoning, while its impairment showed correlations with cognitive deficits, hence the possibility of training it is highly appealing. However, results on WM changes following training are controversial, leaving it unclear whether it can really be potentiated. This study aims at assessing changes in WM performance by comparing it with and without training by a professional mnemonist. Two groups, experimental and control, participated in the study, organized in two phases. In the morning, both groups were familiarized with stimuli through an N-back task, and then attended a 2-hour lecture. For the experimental group, the lecture, given by the mnemonist, introduced memory encoding techniques; for the control group, it was a standard academic lecture about memory systems. In the afternoon, both groups were administered five tests, in which they had to remember the position of 16 items, when asked in random order. The results show much better performance in trained subjects, indicating the need to consider such possibility of enhancement, alongside general information-theoretic constraints, when theorizing about WM span. [ABSTRACT FROM AUTHOR]

The principal objective of this work is to propose a fourth, eighth and sixteenth order scheme for solving a nonlinear equation. In terms of computational cost, per iteration, the fourth order method uses two evaluations of the function and one evaluation of the first derivative; the eighth order method uses three evaluations of the function and one evaluation of the first derivative; and sixteenth order method uses four evaluations of the function and one evaluation of the first derivative. So these all the methods have satisfied the Kung-Traub optimality conjecture. In addition, the theoretical convergence properties of our schemes are fully explored with the help of the main theorem that demonstrates the convergence order. The performance and effectiveness of our optimal iteration functions are compared with the existing competitors on some standard academic problems. The conjugacy maps of the presented method and other existing eighth order methods are discussed, and their basins of attraction are also given to demonstrate their dynamical behavior in the complex plane. We apply the new scheme to find the optimal launch angle in a projectile motion problem and Planck's radiation law problem as an application. [ABSTRACT FROM AUTHOR]