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The development and production of cell gene and tissue (CGT)-based therapies requires a specialized workforce. Entering the CGT arena is complex because it involves different scientific and biomedical aspects (e.g., immunology, stem cell biology and transplantation), as well as knowledge of regulatory affairs and compliance with pharmaceutical quality standards. Currently, both industry and academia are facing a worldwide workforce shortage, whereas only a handful of educational and training initiatives specifically address the peculiarities of CGT product development, the procurement of substances of human origin, the manufacturing process itself and clinical monitoring and biovigilance. The training offered by traditional Master's and PhD programs is not suited for training a skilled workforce ready to enter the increasingly fast-growing CGT field. Indeed, typically these programs are of long duration and only partially cover the required competencies, whereas the demand for a specialized workforce relentlessly increases. In this paper, we (i) present and discuss our understanding of the roots of current growth acceleration of the CGT field; (ii) anticipate future workforce needs due to the expected increase of marketed CGT-based therapies and (iii) evaluate potential solutions that seek to adapt, develop and implement current educational and training initiatives. Importantly for these solutions, we call for scientific societies, such as the International Society for Cell & Gene Therapy, to play a more active role and act as catalysers for new initiatives, building bridges between academia and Industry to establish effective educational and training programs that will engage and prepare a new generation of qualified professionals for entry into the CGT field. [ABSTRACT FROM AUTHOR]

Despite the significant emphasis placed on incorporating 21st century skills into the educational framework, particularly at the primary level, recent scholarly works indicate considerable variation in the implementation of these skills across different countries and regions, suggesting a demand for further research specifically focusing on primary education. The indications of the Digicomp framework and 21st-century skills in Europe have outlined the key competences for lifelong learning needed for all citizens, including teachers and students. In this perspective, Education plays a fundamental role in ensuring that citizens acquire the required skills. The objective in the common European framework is clear: to initiate a transition from the culture of knowledge to the culture of competence. Nowadays, technological advancement allows the researchers to create and combine different frameworks with the perspective of an even more tailored, and engaged education, some examples derived from the implementation of Virtual Reality (VR) and Augmented Reality (AR), in the combination of Gamification and AI, or the development of Intelligent Tutoring Systems (ITS) to foster and create an even more personalized learning and teaching. Following these premises, in this paper, we want to point out new research reflections and perspectives that could help researchers, teachers, educators (and consequently students) to reflect on the introduction of new technologies (e.g., artificial intelligence, robot tutors) and on how these can affect on human behavioral development and on the acquisition of new skills and competences (Specifically: Creativity, Critical Thinking, Problem Solving, and Computational Thinking) for the educational context. The analysis carried on, suggests a perspective on how creativity, critical thinking, and problem-solving can be effective in promoting computational thinking, and how Artificial Intelligence (AI) could be an aid instrument to teachers in the fostering of creativity, critical thinking, and problem-solving in schools and educational contexts. • Point out new research reflections and perspectives on the introduction of new; technologies (e.g., artificial intelligence, robot tutors) in educational context; • Outline activities and lines of research on Creativity, Critical Thinking, Problem Solving, and Computational Thinking; • Propose solutions to be able to implement AI and new technologies for the development of skills in human behavior; • Suggestions for implementing technologies in the school context; • The fundamental role of the network of schools in the European context. [ABSTRACT FROM AUTHOR]

Prevailing attitudes toward migration describe citizens' preferences towards non-native inhabitants and fulfill a key role in socio-economics as antecedents of citizens' behaviors. According to literature, the fear (or lack of fear) of labor-market competition between natives and migrants may shape attitudes, especially those of low-skilled workers. In this comprehensive framework, we contribute to the literature by looking into a new aspect that shapes attitudes toward migration: urbanization. Employing data from round 1 to round 9 of the European Social Survey covering the time span 2002–2018, this paper analyzes the trend of attitudes toward migration, focusing on the effects of urbanization as a direct determinant of attitudes toward migration as a moderator of education. Urbanization typically affects attitudes toward migrants both directly and indirectly, interacting with individuals' education, which is used to distinguish high-skilled and low-skilled workers. Results support the hypothesis that people living in the rural areas display more negative attitudes toward migration, and this effect is more substantial for low-skilled workers. • According to literature, the fear of labor-market competition between natives and migrants shapes workers' attitudes, especially low-skilled workers'. • We analyzed data from round 1 to round 9 of the European Social Survey from 2002 to 2018. • Urbanization affects attitudes toward migrants directly and indirectly, typically interacting with individuals' education. • People in rural areas have more unfavorable attitudes toward migration that are tougher for low-skilled workers. [ABSTRACT FROM AUTHOR]

• I study the causal effect of education on traditional gender-role attitudes. • Traditional gender-role attitudes are correlated with several socio-economic outcomes. • I use compulsory schooling laws in Europe as an instrument for education. • Individuals with highly educated parents are not affected by these reforms. • Education reduces the probability of agreeing with the traditional role of women. Many studies report a strong correlation between gender role attitudes and the economy. Determining which factors are affecting them is crucial to avoid negative consequences. This paper identifies the causal relationship between education and traditional gender role attitudes. I use data from the European Social Survey for 14 European countries, along with a quasi-experimental approach that exploits exogenous variation in compulsory schooling across countries and year of birth. I find that for women from a poor family background, education reduces the probability of agreeing with traditional gender norms in more than 11 percentage points. [ABSTRACT FROM AUTHOR]