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To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process. The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation. Discussion paper. We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results. In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association – International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association – International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases. Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking. [ABSTRACT FROM AUTHOR]

Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]

• Crime scene investigation training and education has to address specific problem solving and psychomotor skills. • AR technology could improve current training and education approaches when used as a supplementary tool. • Potential challenges and considerations are highlighted that are to be explored before implementing AR technology. The role of the crime scene investigator is complex, and investigators need to be able to conduct multiple frequently performed tasks. Appropriate training and education are critical to impart the crime scene investigator with the necessary capabilities. For a range of reasons, including the COVID-19 pandemic and the need for multi-disciplinary capabilities, training and education requirements have evolved in recent times to be more flexible and accessible. The skills of a crime scene investigator can be broadly categorised into two types of fundamental skills: decision-making and psychomotor skills. Both these skills need to be taught and assessed within training and education programs. The most common approach to impart these skills is by incorporating a crime scene simulation facility; however, not everyone has access to these facilities. Furthermore, crime scene staff often undertake refresher courses and are required to complete proficiency assessments. Conducting these activities in a dedicated crime scene simulation facility is time consuming and costly. Virtual tools have been developed in recent years to address this, but these tools only assess decision-making skills and not psychomotor skills. This paper argues that the implementation of augmented reality (AR) technology should be considered in crime scene investigator training and university education, because it can provide significant advantages when paired with conventional methods of training and education. When appropriately managed, AR can provide an avenue of training where both decision-making and psychomotor skills can be addressed simultaneously, while providing a more flexible and accessible approach. The implementation of AR has the potential to significantly improve the standards of teaching, resulting in better equipped crime scene investigators. The paper will explore how AR has the potential to improve accessibility of training, increase safety, enhance the student experience, enhance collaboration and feedback through connectivity and potentially reduce cost. This paper will also provide an insight into what would need to be considered before implementing AR technology into crime scene investigation training and education alongside current approaches. It is argued that the inclusion of AR into the current training and education arsenal provides significant benefits that are worthy of exploration. [ABSTRACT FROM AUTHOR]

This paper discusses the current medical sonographer status in the United Arab Emirates (UAE). The paper explores the current education, skills, job description, and challenges towards developing sonography professions and a sonographer framework. The study employed a quantitative descriptive research approach using a cross-sectional study design to collect and analyse data from sonographers in the UAE. Data was collected through a structured survey that included sections addressing demographic information, education, skills, current practices, and challenges. The data showed a relatively even distribution across different age groups, with a higher proportion falling in the 31–40 age range. Females constitute a slightly higher percentage (55.9 %) than males (44.1 %). The study found that sonographers have the necessary skills and knowledge to interpret the scan results and provide a formal report. A significant percentage of participants taught ultrasound to others and participated in research activities. The survey responses indicate difficulty in reporting sonograms. The study found that sonographers possess the necessary expertise and skills to pass on their knowledge to trainees and colleagues. The participants expressing a desire to increase their knowledge and skills indicate that sonographers recognised that continuous professional development is crucial for staying updated with advancements in the field. The participant's "Advanced Practitioners" title recommendation suggests a desire for professional recognition, career progression, and specialisations in sonography. Effective interdisciplinary collaboration is important for providing quality patient care. The paper emphasises the importance of recognising sonography as a vital healthcare profession. It aims to raise awareness about the crucial role of sonographers in patient care. The study also stresses the need for a well-defined career progression framework to guide professional growth and acknowledgement. [ABSTRACT FROM AUTHOR]

Cardiovascular disease (CVD) clinicians who care for seriously ill patients frequently report that they do not feel confident nor adequately prepared to manage patients' palliative care (PC) needs. With the goal, therefore, of increasing PC knowledge and skills amongst interprofessional clinicians providing CVD care, the ACC's PC Workgroup designed, developed, and implemented a comprehensive PC online educational activity. This paper describes the process and 13-month performance of this free, online activity for clinicians across disciplines and levels of training, "Palliative Care for the Cardiovascular Clinician" (PCCVC). A key component of PCCVC is that it is tailored to the lifelong learner; users can choose and receive credit for the activities that meet their individual learning needs. This webinar series was well-subscribed, and upon completion of the modules, learners reported better self-perceived abilities related to palliative care competencies. We propose PCCVC as a model for primary PC education for clinicians caring for individuals with other serious or life-shortening illnesses. [ABSTRACT FROM AUTHOR]

Dental care providers are essential in screening and co-managing sleep-breathing disorders, particularly obstructive sleep apnea. As an integral component of dental medicine education, Dental Sleep-disordered Breathing Education (DSBE) aims to equip undergraduate and graduate dental students with the necessary knowledge, skills, and attitude to screen for and manage sleep-breading disorders as part of interdisciplinary teams. Studies on DSBE have mainly focused on undergraduate dental programs. Thus, research is needed to support the improvement of DSBE in dental residency programs, especially in orthodontics, to address the learning needs of future dental students, including Generation Z learners. This perspective paper suggests key research areas and methodologies to support this much-needed undertaking. These areas include curriculum mapping, outcome evaluation, and improvement/innovation. Dental researchers are encouraged to investigate these areas, employing the suggested methodologies. This will help overcome existing educational challenges and advance the available knowledge on DSBE in residency programs in orthodontics and dentistry at large. [ABSTRACT FROM AUTHOR]

• This study shows the actual features of the risky behaviour of pedestrians when crossing the road and walking on the street. • The formation of social responsibility of citizens during walking will contribute to the elimination of the human factor among the causes of traffic accidents. • Nowadays, the complexity of the interaction of intensive traffic and pedestrian flows requires proactive safety-based management of these flows. As vulnerable road users, pedestrians are the object of research in various areas of road safety. One of the ways to reduce the level of risky behaviour of pedestrians is to increase their social responsibility by applying the "traditional" 3 E: engineering, education, and enforcement. Social responsibility involves a focus on responsibility for both actions related to personal safety and actions that benefit society. This paper deals with the results of a survey of pedestrians regarding their risky behaviour while walking, namely, violation of crossing rules and distraction by using a smartphone or listening to music through headphones. It was found that risky behaviour depends on the age of pedestrians, and listening to music through headphones also depends on the person's gender. It was established that respondents' assessment of the safety of transport modes does not correlate with data on mortality in road traffic accidents using different types of transport. It is proposed that social responsibility of pedestrians can be increased by analyzing the causes and events that lead to traffic accidents during the study of safety disciplines in higher education institutions. [ABSTRACT FROM AUTHOR]

Workforce education and development are key cornerstones in advancing and maturing the Cell & Gene Therapy sector. A skilled worker shortage can significantly impact and delay progress as well as the quality of output for any developer, thereby negatively impacting a patient's access to life-saving treatments. Several roundtable discussions were held at the International Society for Cell & Gene Therapy (ISCT) 2023 Annual Meeting to dive deeper into the current state of workforce development and solutions to address this bottleneck. One roundtable discussion was co-hosted by the Alliance for Regenerative Medicine (ARM) and ISCT, which focused on the gap analysis provided for the United States Cell & Gene Therapy (CGT) sector, highlighting the lack of skilled workers in manufacturing and quality control. In this manuscript, the roundtable participants continue this conversation, review the roles and staffing requirements in both academic and industry as well as small and large company settings. The adoption of increased manufacturing automation is one promising solution to propel the sector forward. However, automation alone won't replace on-site staff, but will lower the bar to entry for a larger pool of people and require different training. This paper also addresses the workforce development and training paradigm shift as advanced manufacturing techniques are implemented, which will differ considerably based on the type of manufacturing efforts, thus emphasizing the need for a well-thought-out strategy to up-skill and re-skill the technical workforce to adapt to these advancements. Organizations such as ISCT and ARM have a role to play in propelling the field forward, providing awareness and education to stakeholders at all levels, as well as acting as a convener and participating as a key stakeholder in discussions and partnerships between academia and industry towards solutions for training the best personnel for CGT manufacturing. This scope includes novel digital tools and technologies to simplify training to increase access to new talent pools interested in careers in a rapidly advancing sector. [ABSTRACT FROM AUTHOR]

Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics. [ABSTRACT FROM AUTHOR]

In the increasingly digital age, students' education and assessment have undergone significant transformations, and online educational platforms have become an essential tool in this process. The purpose of this article is to explore and highlight the crucial role these platforms play in optimizing the assessment process in higher education institutions. In the year 2020, the world of education has been challenged by the global pandemic of COVID-19, causing educational institutions to rapidly reconfigure teaching and assessment strategies. With the suspension of traditional courses, institutions have been forced to adopt distance teaching and assessment methods. In this context, the development and use of online learning platforms have become essential to ensure the continuity of the educational process. Focusing on universities, this article proposes to highlight the crucial importance of online educational platforms in optimizing students' assessment. The goal is to develop a university platform that facilitates both the student evaluation process and effective communication between students and teachers. Thus, this article aims to explore in depth how online educational platforms can influence and improve the process of student assessment in universities. This paper brings to the fore the essential role that technology plays in educating future generations and preparing them for the challenges of a world in continuous transformation. We present our proposed platform that can be used to evaluate the students in automatically way. [ABSTRACT FROM AUTHOR]

The use of Online Games (OGs) in education has sparked significant interest in recent years. Despite the proliferation of various applications and approaches, the precise role of OGs in higher education remains uncertain. Therefore, this study aims to provide an overview of the integration of Online Games (OGs) in higher education. This study considered the broad perspective of OGs' use, not limiting the application to teaching strategies, to fully understand the variety of implementations. Using bibliometric analysis and coding, we processed journal articles and conference papers from the Scopus database, resulting in a sample of 109 documents. Four dimensions were found, with studies currently focused on: types of content and learning goals (89.9%), students' behavior towards the use of OGs in higher education (57.79%), OG software and applications (53.21%), and teachers' behavior toward the use of OGs in higher education (5.5%). Within these dimensions, we identified a total of 16 distinct elements as subtopics for further discussion and research opportunities. Notably, there is a lack of context-specific studies, both in terms of geographical region and disciplinary focus, indicating a pressing need for empirical investigations tailored to diverse educational contexts. [ABSTRACT FROM AUTHOR]

Conventional wisdom and evidence from democracies suggest that more education should increase voter turnout. This paper revisits this issue by analyzing turnout in China's rural elections. Employing an instrumental variable strategy, I find that more education reduces turnout in rural elections. I provide suggestive evidence that more educated people may face higher opportunity costs of voting, which explain about a quarter of cross-province variation in education-turnout links. I also discuss the role of other factors, including Confucian culture and election stakes. [ABSTRACT FROM AUTHOR]

Ultrasound education varies greatly across European healthcare systems. This paper focuses on ultrasound academic education as a part of wider suite of surveys on radiographers working in ultrasound. The aim was to investigate sonography educational levels, methods of training, course duration and other factors in European Federation of Radiographers Societies (EFRS) member countries. In 2019 an online survey was sent to the 38 EFRS member societies to distribute to higher education institutions within their own country. The survey was in English and contained different types of questions such as closed questions, free text options, and scale responses, to investigate sonography education including academic course types and duration, curriculum content, learning and teaching methods. A total of 45 responses were received, showing wide variation in the duration of training between the respective countries. Academic level 7 (part-time) ultrasound education was most frequently reported (n = 13), followed by direct entry ultrasound courses (n = 9) and bachelor's degree programmes at EQF level 6 (n = 7). The duration of part-time courses ranged from nine months up to four years. Sonography training and education varies among EFRS member countries ranging from short focused courses to postgraduate awards. Few countries offer sonography education leading to an award. The majority of clinical teaching and learning takes place in the learner's workplace. High quality academic and clinical education for radiographers extending their role into ultrasound is important to ensure safe, effective sonography practice and good patient care. [ABSTRACT FROM AUTHOR]

The Circular Economy Action Plan is the main building block of the European Green Deal, Europe's new agenda for sustainable growth. Businesses need new technologies, new methods and new industrial organization either to create new businesses or to transform their products, processes and business models. They also need new talents to innovate, create businesses and new jobs, and transform society into a more sustainable one. Circular economy has grown significantly in recent years as a topic taught in engineering curricula. The purpose of this paper is to present the design, implementation and evaluation of a summer school program dedicated to the development, transformation and implementation of circular economy systems and new business models in manufacturing. The program was designed in collaboration with three university partners during a European project and relied on contributions from industrial companies, including start-ups and innovative companies. At the end, some lessons are drawn in order to show the main added value based on the evaluation of this summer school and to identify recommendations for the design and implementation of similar summer schools. [ABSTRACT FROM AUTHOR]

• Emerging nurses must be literate in Planetary Health if they are to practice in the escalating impacts of climate change. • Adequate support (internal and external), an understanding of rationale, concept, and process, and personal belief and confidence are key factors that can influence the success of curriculum change and delivery. • Academics must utilize levers to integrate Planetary Health into the curricular as a matter of priority. Due to the escalating severity of the impact of climate change on human and ecological health and its implications for nursing practice, it is imperative that planetary health is embedded into the undergraduate nursing curriculum. This rapid review was undertaken to identify the barriers and enablers to implementing planetary health into the undergraduate Bachelor of Nursing curriculum. Databases (PubMed, Education Source, CINAHL, and Scopus) were searched for relevant studies between 2013 and 2023. Seven papers were eligible for review. The studies demonstrated that adequate knowledge, skill development, social support, a supportive organization, and access to adequate resources were required to embed changes into the curriculum. This study has identified enablers that can be leveraged to successfully integrate planetary health into the undergraduate nursing curriculum, preparing nurses who are working in a practice environment impacted by climate change. [ABSTRACT FROM AUTHOR]

Virtual reality's (VR) applications in education have been a topic of interest to the academia in recent years. Although literature expands significantly worldwide, the focus on education still presents a high number of opportunities to explore. In Latin America, the literature regarding the use of virtual reality is limited and not yet systematized. Therefore, the present study aims to provide an overview of Latin America's research publications regarding the use of VR in higher education. Using bibliometric measures and coding in Scopus and Web of Science (WoS) databases' outputs, we analyzed 126 papers, the majority of them from social sciences, followed by engineering, business, and medicine. Content tree analysis resulted in 5 dimensions: 'Functional aspects of using VR as a learning tool', 'Teaching strategies and methodologies using VR', 'Behavioral aspects of using VR as a learning tool', 'Outputs of VR use as an educational tool' and 'Competencies and readiness to use VR as a learning tool'. Most publications (74,6%) focus or present as one of the discussions the functional aspects of VR, such as access, viability, usefulness, virtual environment, the association with artificial intelligence, among others. [ABSTRACT FROM AUTHOR]

In this paper, we show that the village social structure shapes the learning outcome of marginalised children in rural India. Exploiting the variation in the dominant social group in the village, we find a significant impact of village dominance. The reading and arithmetic skills of Scheduled Castes are better in their own castes-dominated villages compared to higher castes-dominated villages. Our findings show that village dominance affects learning outcomes primarily through differential teachers' behaviour. Children from marginalised castes are more likely to be scolded, beaten up, and treated unfairly by teachers in villages dominated by higher castes compared to their own castes. We do not find evidence of other mechanisms like the difference in parent and children's aspirations, caste diversity, discrimination in the village, or positive group externalities, which could explain why children from Scheduled Castes fare better in their own castes-dominated villages. [ABSTRACT FROM AUTHOR]

Central to neurosurgical care, neurosurgical education is particularly needed in low- and middle-income countries (LMICs), where opportunities for neurosurgical training are limited due to social and economic constraints and an inadequate workforce. The present paper aims (1) to evaluate the validity and usability of a cadaver-free hybrid system in the context of LMICs and (2) to report their learning needs and whether the courses meet those needs via a comprehensive survey. From April to November 2021, a non-profit initiative consisting of a series of innovative cadaver-free courses based on virtual and practical training was organized. This project emerged from a collaboration between the Young Neurosurgeons Forum of the World Federation of Neurological Societies (WFNS), the NIHR Global Health Research Group on Neurotrauma, and UpSurgeOn, an Italian hi-tech company specialized in simulation technologies, creator of the UpSurgeOn Box, a hyper-realistic simulator of cranial approaches fused with augmented reality. Over that period, 11 cadaver-free courses were held in LMICs using remote hands-on Box simulators. One hundred sixty-eight participants completed an online survey after course completion of the course. The anatomical accuracy of simulators was overall rated high by the participant. The simulator provided a challenging but manageable learning curve , and 86% of participants found the Box to be very intuitive to use. When asked if the sequence of mental training (app), hybrid training (Augmented Reality), and manual training (the Box) was an effective method of training to fill the gap between theoretical knowledge and practice on a real patient/cadaver, 83% of participants agreed. Overall, the hands-on activities on the simulators have been satisfactory, as well as the integration between physical and digital simulation. This project demonstrated that a cadaver-free hybrid (virtual/hands-on) training system could potentially participate in accelerating the learning curve of neurosurgical residents, especially in the setting of limited training possibilities such as LMICs, which were only worsened during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

[Display omitted] Artificial intelligence (AI) in education (AIED) has evolved into a substantial body of literature with diverse perspectives. In this review paper, we seek insights into three critical questions: (1) What are the primary categories of AI applications explored in the education field? (2) What are the predominant research topics and their key findings? (3) What is the status of major research design elements, including guiding theories, methodologies, and research contexts? A bibliometric analysis of 2,223 research articles followed by a content analysis of selected 125 papers reveals a comprehensive conceptual structure of the existing literature. The extant AIED research spans a wide spectrum of applications, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. Research topics delve into both the technical design of education systems and the examination of the adoption, impacts, and challenges associated with AIED. Furthermore, this review highlights the diverse range of theories applied in the AIED literature, the multidisciplinary nature of publication venues, and underexplored research areas. In sum, this research offers valuable insights for interested scholars to comprehend the current state of AIED research and identify future research opportunities in this dynamic field. [ABSTRACT FROM AUTHOR]

The studies which analyzed the impact of technology innovation on income inequalities have considered only one factor of change at a time. The results are overall inconclusive: technology innovation appears to either reduce or increase inequality, depending on which factor is considered. In the literature of technological change, there is a technology innovation indicator that comprises multiple factors simultaneously. Using this technology innovation indicator and three different measures of income inequality (Gini index, Atkinson index, and the ratio of Palma), the paper analyzed the effect of technology innovation on income inequalities into Sub-Saharan Africa countries. A dynamic panel model was specified and estimated with the Generalized Moments Method (GMM) in System. The data used come from the Global Consumption and Income Project (GCIP), the World Development Indicator (WDI) and the World Governance Indicator (WGI). They were observed over the period 1996–2014 of 30 Sub-Saharan Africa countries. The paper finds robust evidence that technology innovation contributes to reducing income inequalities into Sub-Saharan Africa countries. The implementation of learning policy through improving education condition associated with social policy can contribute to limit the income inequalities due to technologies change into Sub-Saharan Africa countries. • We analyzed the effect of new technologies on income inequality in Sub-Saharan Africa countries. • We use a technological innovation index that comprises multiple factors simultaneously. • Using this broader index, and three different measures of income inequality, we find robust evidence that technology innovation contributes to reducing income inequality into Sub-Saharan Africa. [ABSTRACT FROM AUTHOR]

Interactive teaching is very popular in the field of education, especially in college preschool education teaching. In this study, the experimental performance of the evaluation system based on scientific emotion construction is analyzed by the machine learning algorithm. The experimental results show that the classification model realized by the machine learning algorithm is feasible and effective for the construction of an interactive design teaching evaluation system of preschool education in colleges and universities. The main research content of this experiment is for the teaching evaluation text, this paper intends to use NB, KNN, LR, and SVM algorithms as the meta-learning algorithm in the framework, the classification effect of the meta-classifier is ranked as SVM > LR > KNN > NB. From the above data comparison, the SVM meta-classifier in the algorithm in this paper has achieved the best classification effect. The SVM meta-classifier based on the algorithm in this paper performs well, and the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the. And the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the construction of interactive teaching evaluation systems under emotional education. • The experimental results show that the classification model realized by machine learning algorithm. • This shows that this model is very suitable for studying the construction of interactive teaching. • The main research content of this experiment is for the teaching evaluation text. • This paper intends to use NB, KNN, LR and SVM algorithms as the meta-learning algorithm. [ABSTRACT FROM AUTHOR]

The integration of industry and education plays a crucial role in facilitating the transfer of research outcomes from universities to industrial applications, promoting technology exchange and innovation, and fostering the development of skilled professionals in the hydrogen sector. However, the lack of motivation among hydrogen enterprises to engage in this integration process poses a pressing challenge. This paper presents a theoretical model based on a cost-benefit driving analysis framework, aiming to explore the relationship between resource income from universities, hydrogen enterprises' cost risks, policy subsidies, and their willingness to integrate. Through the use of questionnaire data collected from 184 hydrogen enterprises, this study examines the underlying mechanisms among these variables. The findings reveal that resource benefit (β = 0.632, p < 0.01) has a significantly positive correlation with the companies' willingness to participate in collaborative education. Higher levels of resource benefit are associated with greater willingness. Policy subsidies were found to moderate the relationship between resource benefits and integration willingness, as evidenced by the positive interaction effects of resource income and policy subsidies (β = 0.4, p < 0.01; β = 0.129, p < 0.01). This indicates that policy subsidies play a positive role in fostering collaboration between enterprises and educational institutions. On the other hand, cost risk (β = 0.575, p < 0.01) showed a significantly negative correlation with the enterprises' willingness to engage in collaborative education. Higher levels of cost risk hinder the company's willingness to participate. These findings highlight the importance of resource benefits and policy subsidies in promoting collaborative education initiatives for hydrogen enterprises. The findings contribute to the understanding of factors influencing enterprise engagement and have practical implications for fostering fruitful collaborations between educational institutions and hydrogen enterprises. • 184 hydrogen enterprises' willingness of participating in 'industry-education integration' were investigated. • Resource benefits positively influence hydrogen enterprises' willingness for collaborative education. • Policy subsidies moderate the relationship between resource benefits and integration willingness. • Cost risks negatively impact enterprises' willingness for collaborative education. • Findings offer insights for policymakers and educational institutions to promote such integration in the hydrogen sector. [ABSTRACT FROM AUTHOR]

In this paper, we propose the application of strategic analysis tools to design an educational program. Findings are based on the case of the Master in Innovative Manufacturing Systems (MIMS), a unique training offer to achieve a multidisciplinary expertise in smart manufacturing, in a two-year program simulating the journey of innovation. Building on novel educational paradigms and recent developments in the area of manufacturing, the main goal of the program is to provide the European industry with outstanding experts willing, able, and trained to bring novel solutions that address relevant societal challenges. Special emphasis is placed on real-world contexts and proactive activities, as well as strategies to continuously update the program. We aim to contribute to the educational facet of smart manufacturing. [ABSTRACT FROM AUTHOR]

Public health emergencies, especially pandemics, need to be managed globally, and on several levels, emphasizing the importance of leadership, communication, and synchronization of measures, data, and management plans in contrast to the management of the Coronavirus-19 pandemic, which illustrated diverse strategies employed by various nations. This paper aims to review and discuss whether globalized diseases in a globalized world should be managed by globalized public health. Using a systematic literature search, followed by a non-systematic literature review, selected studies were grouped into topics, and analyzed, using content analysis to enhance the conclusive results. The results present a roadmap towards a re-envisioned framework highlighting key areas of focus: data-driven decision-making, robust technology infrastructure, global cooperation, and ongoing public health education, as part of a coordinated global response. This article reveals the weaknesses of current pandemic management systems and recommends new steps to further strengthen the management of future pandemics. [ABSTRACT FROM AUTHOR]

Augmented and virtual reality technologies are actively making their way into the field of healthcare, revolutionizing traditional approaches to diagnosis, prevention, and treatment. This article discusses how these concepts are combined and their profound impact on the emergence of the Metahospital. The authors provide an overview of this concept, highlighting its dual role in aiding healthcare professionals and empowering patients. Central to this paradigm shift is technology's potential to enhance specialized training and elevate the precision and efficiency of diagnostics, all while prioritizing patient safety. This model's core features are expounded upon, with a keen emphasis on ethical considerations and safeguarding personal data, a critical aspect explored within the paper. Furthermore, the article elaborates on the creation of a surgical simulator tailored for procedures like angioplasty and coronary artery stenting, showcasing the tangible advancements within the realm of medical technology. [ABSTRACT FROM AUTHOR]

This paper delves into the complexities of assessing educational performance and efficiency in the context of education governance. We propose a novel perspective on how governing features of educational systems influence their efficiency, focusing on the key features of public bodies responsible for local education management in Peru, known as UGELs. We characterize the educational production function using three inputs: planning conditions, human resources, and accountability mechanisms; and two outputs: student achievement and educational progress. Our efficiency estimation utilizes Robust Free Disposal Hull, Robust Data Envelopment Analysis, and Stochastic Non-parametric Envelopment approaches, leveraging unique government data from 2014. Additionally, we explore potential factors like infrastructure and internet access that could improve UGELs' efficiency through conditional DEA analysis. Our findings highlight the need for nuanced methodologies in evaluating educational performance and reveal a significant gap in existing literature. This paper addresses this gap by offering a comprehensive evaluation framework, emphasizing the importance of thorough assessments for gauging educational institution efficiency. As policymakers increasingly rely on evidence-based decision-making, our research provides valuable insights that can inform and shape education policy decisions, making it a significant contribution to the field of education policy and governance. • Aim : Assessing educational performance and efficiency from governance perspective. • Focus : Local bodies (UGELs) in Peru. • Analysis : Inputs (planning, resources, accountability) & outputs (achievement, progress). • Advanced methods : FDH, DEA, StoNED & conditional DEA. • Impact : Comprehensive evaluation framework for educational governance assessment. [ABSTRACT FROM AUTHOR]

• Considers an evolving framework around the nuclear technologies and in particular the area of nuclear safeguards. • Studies the principles of provision and preservation of knowledge for the executive managers and technical experts. • Recommends individual oriented education and training approach based on the target audience needs. • Effectiveness of building of competences in the area of nuclear safeguards can be assessed by five key competence indicators. • The Safeguards Training and Education project is the unique offer enhancing nuclear safeguards competences in the world. • Focuses on the building and preservation of the nuclear competences and nuclear safeguards competences in particular. The nuclear industry worldwide is experiencing significant transformations driven by various trends. They include rising energy demands, technological advancements, climate crisis challenges, international cooperation agreements, growing public concerns and evolving threats. These trends require robust competences development in the nuclear area to ensure the safe and secure use of nuclear energy. Current nuclear industry challenges include development and adaptation of methodologies and technologies for implementation of nuclear safeguards and non-proliferation regimes today and in future. This paper analyses the key global trends shaping the field of nuclear safeguards and identifies five crucial competences required for future professionals. Five key nuclear safeguards competences are: technical expertise, analytical skills, communication and collaboration skills, adaptability and lifelong learning, ethical and professional conduct. Beyond these core competences, the paper emphasizes the importance of investing in education and training: developing new training programmes, offering scholarships and fostering international exchange and collaboration; building a robust safeguards culture as a good example of encouraging knowledge exchange and fostering a culture of continuous learning and improvement and engaging with the public. This study is supported by the lessons learned and experience gained through the Safeguards Training and Education Project (MC3.01/18; INSC/2018/401-261) funded by the European Union (hereinafter - Safeguards Training and Education Project) and its Specializing Master Programme on Nuclear Safeguards. Being a part of the European Commission Instrument for Nuclear Safety Cooperation, the project aims to responding the high demand on building of nuclear safeguards competences and knowledge improvement within the partner countries outside the European Union. Addressing the global trends in nuclear industry by introducing various competence development concepts can ensure a competent and dedicated workforce prepared for future safeguards challenges, enabling continued safe and responsible use of nuclear energy. [ABSTRACT FROM AUTHOR]

The majority of modal disparity studies focus on accessibility to jobs and to non-work activities with little attention paid to actual commuting behavior. How modal differences in commuting behavior change when set against the minimum and maximum commutes possible within a fixed urban structure is much less known. In commuting efficiency studies, the mode of commuting flows has not been intersected with socio-economic characteristics. Using the 2015 1 % National Population Sample Survey (NPSS) in Shanghai, we apply the excess commuting framework to fill this research gap by measuring the modal disparity between public transport and cars, in commuting efficiency by education level of workers. Results show that public transport users are less efficient commuters than car users, indicating great capacity exists for optimizing public transportation. However, the modal disparity decreases with increasing educational attainment, because car commuting efficiency is decreasing at a faster rate than for public transport. Based on these findings, urban transportation policy should focus on improving jobs-housing balance of public transport, and building a friendly green travel environment to rectify car-oriented bias in urban spatial structure and narrow the difference between public transport users and car users, especially for the poorly-educated. • This paper is the result of an international collaboration between three authors who have worked extensively on topics related to commuting. • The paper examines aspects of the demographics and transportation interactions in Shanghai. • A very notable finding is the overwhelming mode share in public transport for the least educated workers. • The paper shows the importance of heterogeneity of socioeconomic characteristics in estimating excess commuting. [ABSTRACT FROM AUTHOR]

Caste is a unique marker of social stratification in India. There are significant eco- nomic inequalities and considerable disparities in educational achievements between historically disadvantaged caste groups and Others. Unequal investments in their chil- dren's human capital by caste can perpetuate income inequalities and reproduce class differences between caste groups. This paper analyses caste-based disparities in house- hold expenditure on children's school education using nationally representative social expenditure data on education from 2007–08 and 2017–18 in India. The paper uses a recentered influence function (RIF) based decomposition analysis to pinpoint the key factors underpinning the disparity in private educational expenditure between disadvantaged caste groups and Others. Further, to overcome the problem of heterogeneity of data the study also employs propensity score matching (PSM) as robustness check for the decomposition analysis. The findings from decomposition and matching approaches reveal that differences in endowments, specifically income differences, between caste groups explain most of the caste-based gap in children's human capital investments. The study has implications for public policy to address educational and economic disparities between disadvantaged caste groups (ST, SC and OBC) and Others in India. [ABSTRACT FROM AUTHOR]

To gain an understanding of the non-motor symptoms that individuals with PD experience. To understand what types of resources were given to individuals with PD regarding NMS. 12 question mixed-methods survey was used to collect data regarding participants with PD's self-reported experiences with and education about the NMS of PD. Attended various Rock Steady Boxing locations and online, provided the opportunity to complete the survey on paper, online, or verbally to be translated to paper. 40 participants with self-reported diagnosis of PD, at least 18 years old. This study was conducted in order to gain an understanding of the NMS that individuals with Parkinson's disease experience, as well as the educational resources provided by healthcare professionals. Participants with PD report not knowing what to expect regarding PD progression, particularly related to NMS. Healthcare providers involved in the treatment of individuals with PD need to provide education and resources regarding NMS. Participants report referrals to OT, PT, SLP and community resources helped increase knowledge and understanding of NMS. The most common NMS: fatigue (87.5%), sleep difficulties (65.0%), & memory difficulties (62.5%), 65% reported. NMS impacted daily activities with common themes of fatigue, communication difficulties, & cognitive challenges, 55% reported PD impact on social relationships. Some types of healthcare providers addressed NMS with participants more than others, but a notable gap remains 37.5% strongly or somewhat disagreed that PD education has adequately prepared them for their actual experiences and symptoms, 22.5% strongly or somewhat disagreed with feeling they have enough resources and support to face their PD as it evolves. 71% somewhat or strongly agreed that PD resources give them the motivation to engage with the community and/or with PD management, 27.5% noted a need for more education on the disease, and 20% noted a need for more community-based resources. The data revealed several patterns indicating exercise and community programs as important factors in managing Parkinson's disease; meanwhile, it also revealed the relationship of the education provided by healthcare providers. It most notably recognized patterns of varying frequencies and severities of non-motor symptoms among participants. This study provides data on first-hand experiences of individuals with PD; therefore, providing occupational therapists and other healthcare professionals with significant knowledge regarding the importance of addressing NMS. No conflicts. [ABSTRACT FROM AUTHOR]

Although the metaverse is still in the early stages of development and implementation, it has the potential to revolutionize the way how businesses can interact with customers through both the virtual and real world. In particular, service industries are already exploring the opportunity to utilize the metaverse to provide more immersive, interactive and engaging customer experiences. However, the holistic overview of the future applications, opportunities, and challenges of a metaverse in the context of service industries from academic and expert perspectives is limited. By employing a multi-perspective approach, this study looks into these unexplored aspects of the metaverse in the context of service industries through informed and multifaceted narratives by leading academics and experts from cross-disciplinary backgrounds from media and communication, education, hospitality, financial services, retail, tourism and healthcare. The main opportunities identified include the development of new experiences, the introduction of novel inter-world interactions, and new business-consumer relations within the metaverse. The key challenges covered include current technological boundaries, limitations of the experiences in the metaverse, health issues, and data privacy, security, and legal issues. The paper concludes with formulating future research agendas and presenting contributions to literature and implications for practice. • It explores future applications, opportunities, challenges, and research agenda of the metaverse in service industries. • Opportunities include new experiences development, novel inter-world interactions, and new business-consumer relations. • Key Challenges are technological boundaries, limited experiences, health, data privacy, security, and legal issues. • The paper concludes with formulating future research agendas and presenting contributions to literature and practice. [ABSTRACT FROM AUTHOR]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

India has a high prevalence of stunting among children under five years of age, despite marginal improvement over the years. In 2019–21, 35.5 per cent of children below five years were stunted (National Family Health Survey (NFHS), 2019–21). This has been attributed to several factors including open defecation, poor maternal nutrition and food insecurity. This paper examines if the birth order of children is associated with variation in height among them, using nationally representative data from the India Human Development Survey (IHDS 2005 & 2011). The objectives of this paper are to: (i) assess the association of a child's birth order with height (ii) test if the association of birth order with height changes with the degree of son preference (iii) analyse the relationship between birth order and educational outcomes of children. Our results suggest that (i) the height-for-age z score is negatively associated with the birth order of the child (ii) the negative association of birth order with height is stronger for mothers who have a moderate or high degree of son preference, especially when children have an older brother (iii) maternal characteristics such as education could mitigate the negative relationship between birth order and height when son preference is low but not when son preference is high (iv) birth order has a negative association with the reading, writing and mathematical ability of children, especially if the child was stunted in childhood. This indicates that the fertility behaviour of families has both a direct and an indirect impact, which could influence both long term nutrition and education of children. • Birth order is negatively associated with a child's height-for age z-score. • Effects of birth order might persist in the long-term and are associated with a child's learning outcomes. • Parental preferences for an elder born son may influence the association of birth order with height-for age. • Mother's education may mitigate the negative impact of son preference for later born children. [ABSTRACT FROM AUTHOR]

This paper highlights the significant impact of the pandemic on the social sector. To curb infection spread, social and economic activities were limited, challenging human development. The study utilized an ecological design to analyze the situation of the social sector in Central Visayas, Philippines. Data from government and international organizations revealed strengths and vulnerabilities in these areas. Notably, disparities in enrollment and graduation rates before and during the pandemic indicate issues in retaining students. Poor performance, low cohort survival, and declining literacy rates suggest future societal challenges with less competent individuals. Additionally, increasing population density, teenage pregnancy, depression, and suicide rates compromise social welfare. The region requires improved access to quality education, responsive social safety nets, and strengthened physical and mental health programs to enhance human and social development and future-proof the sector. [ABSTRACT FROM AUTHOR]

• ChatGPT's responses may contain ideological bias • ChatGPT's use of grammatical metaphors can negatively impact learners • GPT-3.5 lacks the sociocommunicative affordances to function as a virtual tutor • Ongoing development of students' critical digital literacy skills is crucial This paper examines ChatGPT's use of evaluative language and engagement strategies while addressing information-seeking queries. It assesses the chatbot's role as a virtual teaching assistant (VTA) across various educational settings. By employing Appraisal theory, the analysis contrasts responses generated by ChatGPT and those added by humans, focusing on the interactants' attitude, deployment of interpersonal metaphors and evaluations of entities, revealing their views on Australian cultural practice. Two datasets were analysed: the first sample (15,909 words) was retrieved from the subreddit r/AskAnAustralian and the second (10,696 words) was obtained by prompting ChatGPT with the same questions. The findings show that, while human experts mainly opt for subjective explicit formulations to express personal viewpoints, the chatbot's preference goes out to incongruent 'it is'-constructions to share pre-programmed perspectives, which may reflect ideological bias. Even though ChatGPT displays promising socio-communicative capabilities (SCs), its lack of contextual awareness, required to function cross-culturally as a VTA, may lead to considerable ethical issues. The study's novel contribution lies in the in-depth investigation of how the chatbot's SCs and lexicogrammatical selections may impact its role as a VTA, highlighting the need to develop students' critical digital literacy skills while using AI learning tools. [ABSTRACT FROM AUTHOR]

Forcible displacement of children disrupts their social capital, and education is of primary importance regarding their integration into the host communities. Millions of individuals found themselves on the "wrong side" of the border when British India was Partitioned purely along religious lines in 1947, leading to mass-scale violence and migration. These migrants received very little state support because the host states were severely resource-constrained, but they were treated as citizens of the newly formed states. In this paper, I combine survey data with digitized archives of historical census data to study the effect of this large-scale permanent displacement event on the human capital attainment of forcibly displaced children. I use a cohort-age based differences-in-differences approach to show that individuals of school-going age, who were born in India and migrated to Pakistan, have a higher likelihood of completing primary and secondary education than natives in the same birth cohorts. I show that migrants' initial choices regarding location and occupation are two important potential mechanisms that point towards the existence of the "uprootedness hypothesis". My findings provide important insights for the integration of migrants into the host communities and underscore the need to better understand the comparative efficacy of different methods used for supporting forcibly displaced communities. • Forced migrants may achieve their educational goals despite limited state support. • Permanently displaced children outperform natives in their birth cohorts. • The effectiveness of aid compared to that of security of status needs research. • Forced Migrants' changed preferences towards human capital is an important mechanism. • Constrained access to land-based assets might have led to increased education attainment in this context. [ABSTRACT FROM AUTHOR]

America's worst drought spanned the 1930s, coinciding with the most extensive environmental migration in United States history. Nearly 100 years later, we know little about who moved and who stayed. This paper studies heterogeneity in migration from drought by relating migration decisions recorded in the 1940 census to county drought conditions. Drought increased migration primarily for individuals with a 12th-grade education or higher. Drought migrants, both women and men, left rural and urban locations and most often relocated to rural destinations. These findings highlight the importance of individual-level characteristics for adaptation to climate shocks, challenge the perception that rural-to-urban is the dominant environmental migrant channel, and document the central importance of drought for internal migration during the 1930s. • Drought increased migration primarily among highly educated individuals, highlighting different responses by individual human capital. • Drought-induced selection occurred across demographics, including sex and urban status, indicating a broad pattern of increased selection. • Migrants from drought areas mostly relocated to rural locations, challenging the typical rural-to-urban environmental migrant narrative. [ABSTRACT FROM AUTHOR]

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There is an increasing interest in understanding the interdependencies between conventional lean and agile implementations and Industry 4.0 technology adoptions. Our knowledge of how they interact and enable Industry 4.0 implementations in learning organisations is still immature. Informed by the Strategic Momentum Theory and the contextual ambidexterity framework, this paper empirically investigates the effects of lean and agile implementations on Industry 4.0 technology adoptions with exploratory and exploitative learning as mediators. Using the data collected from an online survey of 166 Australian firms and analysed using the PLS-SEM method, we found that only lean practices have significant and positive direct effects on Industry 4.0 implementations, and exploitative learning partially mediates the relationship. We also found that agility does not have direct effects on Industry 4.0 implementations, and exploitative learning fully mediates their relationship. However, the mediating role of exploratory learning is not empirically confirmed. This study confirms several recent exploratory research studies that found evidence for the significant role lean implementations play in Industry 4.0 technology adoption. Agile practices need to first translate into exploitative learning. The findings inform practitioners that firms with investments in lean, agility and exploitative learning capability development will have advantages in technology implementations. • Conventional agile and lean practices interact with Industry 4.0 (I4.0) technologies. • Lean practices have significant and positive direct effects on I4.0 implementations. • Exploitative learning partially mediates the relationship between lean and I4.0. • Exploitative learning fully mediates the relationship between agility and I4.0. • The mediating role of exploratory learning is not empirically confirmed. [ABSTRACT FROM AUTHOR]

• The new intelligent technology represented by 5G and XR is the core driving force of the fourth industrial revolution. • The integrated application of 5G and XR in education promotes the continuous transformation of teaching to gamification. • A gamified education model is proposed based on XR + 5G fusion technology, including optimization design, D2D communication, and resource allocation framework. • Experiments show that the proposed XR + 5G fusion technology improves training speed and learning accuracy compared to individual learning algorithms in different scenarios. The new intelligent technology represented by 5G and XR has become the core driving force of the fourth industrial revolution, and the integrated application of the two in the field of education is also promoting the continuous transformation of teaching to gamification. Based on XR + 5G fusion technology, this paper proposes the optimization design of a gamified education model. Firstly, the problem of how to improve the network performance through D2D communication in a full-load 5G network is studied, and a D2D communication resource allocation framework based on cross-layer optimization design is proposed. In D2D user access control, a D2D user access criterion based on the distance between the CU user and D2D user receiver is designed according to the QoS requirement, maximum transmit power limit, and user channel information. XR simulation platform was designed based on a 5G network with optimized communication resource allocation. UMa and InH simulation scenarios were set according to XR business model working scenarios, and Wrap Around algorithm was used to model two circles of interference for users, ensuring the reliability of results while improving simulation efficiency. Finally, the platform channel was modeled strictly according to the channel modeling method in technical document 38.901, and the channel was calibrated with the channel provided by 3GPP. Based on the simulation platform, gamified education design is optimized. Including class platform and class platform gamification design, system demand analysis, and database design. In the gamification design, a relatively novel classroom interaction mode is introduced to increase students' enthusiasm in class. In the demand analysis of the system, the main problems in class are listed, based on which the business and functional requirements of the gamification platform are determined. Experiments show that in the IID scenario, the proposed XR + 5G fusion technology can achieve 1.09 times the training speed and obtain 0.83 % learning accuracy gain compared with the individual learning algorithm. In the Non-IID scenario, the training speed of the proposed fusion technique is 1.03 times that of the individual learning algorithm, and there is a learning accuracy gain of 2.27 %. [ABSTRACT FROM AUTHOR]

The present paper describes the development of a novel framework for the creation of specialised Micro-Credentials supporting the training and re-training of students and professionals on the integration of renewable energy and sustainable fuels in urban settings. The framework is built upon a set of stackable micro-credentials, co-designed with the stakeholders input and it uses advanced natural language processing (NLP) and machine learning algorithms to assess the impact on the job market at regional level. The use of Micro-Credentials are considered to be the optimal methodology for enhancing the knowledge of specific topics especially for life-long learning for professionals. A co-design approach of such an innovative educational framework with relevant stakeholders fosters a tailored educational path for green upskilling. Finally, the framework is validated processing and analysing a large dataset of job descriptions, extracting the skills required by the market, organising the skills in categories and clusters. All this process lead to the creation of a basket of 74 Micro-Credentials oriented to students and professional with both a technical and non-technical backgrounds. • Renewable job-market skill needs identification through NLP and machine learning. • Educational co-creation approach based on stakeholders interaction. • Microcredential (MC) framework for life-long learning in the renewable sector. [ABSTRACT FROM AUTHOR]

This paper studies the impact of the introduction of fiber broadband in North Carolina, through the lens of student achievement. I link granular data on new fiber construction and advertised download speeds with administrative test score data and local labor market data. Exploiting variation in fiber availability at the census block group level, I implement a difference-in-differences design and find modest effects on educational outcomes, roughly equivalent to lowering class sizes by one student. I show fiber increases local employment and search intensity for supplementary educational materials. Last, I show that increased competition from fiber providers drives quality improvements in other available technology. • Fiber broadband availability increases both math and student standardized test scores • Fiber availability applies competitive pressure on other technologies to raise speeds • Fiber availability improves test scores through increased employment • Limited evidence that fiber increases usage of supplementary education materials [ABSTRACT FROM AUTHOR]

• The sport and site of basketball is undertheorized within educational scholarship. • Courts are sites of critical pedagogy and transformative masculinity construction. • Pedagogies of the court support critical consciousness in black and latinx boyhood. • Formal, institutional spaces of play reify the rigidity of hegemonic masculinities. • Courts offer sense of belonging, relational intimacy, and emotional expression. While there is an abundance of interdisciplinary research on boyhood, education, and sport respectively, especially as relating to males of color in the United States, the extant education scholarship has a dearth of auto-ethnographic work that examines these areas. Hence, this article examines how sport, and specifically, basketball, links to the development of masculinities, identity, and critical pedagogies within our own "education." Further, considering the various tensions around the schooling of U.S. youth from minoritized backgrounds, we leverage our backgrounds as Chicanx and African American scholars to recollect and analyze our journeys and links to our boyhoods and sense-making in formal and informal spaces of play. Our findings entail a push for a re-examination of how sports and critical identities of race and class may work in dialectical and transformative ways, even amidst various contradictions of boyhood. Rather than perpetuating a view of basketball cultures as solely reproducers of harmful masculinities, this paper imagines the pedagogical and liberatory aspects of the game. We conclude with implications for research around gender identities within formal and informal play. [ABSTRACT FROM AUTHOR]

This paper reports the views and perceptions of randomly selected education policy makers in Southeast Asia, based on surveys of 651 senior public officials in 14 middle-income countries globally. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, despite global evidence suggesting that improving learning quality is more crucial for economic growth. Additionally, the surveyed Southeast Asian officials severely underestimate learning poverty and do so at twice the rate of officials from other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials' support for gender equality and disability inclusion is high. Interviewed officials prefer to invest in in-service teacher training or early-grade reading compared to other options such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers' goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns. • Officials prioritize secondary school completion over learning quality in a new global survey of education policy makers. • Southeast Asian officials participating in the survey severely underestimate learning poverty. • Surveyed officials were most likely to cite system capacity as the primary constraint to improving learning. • In a discrete choice experiment, officials chose to invest in in-service teacher training or early-grade reading. [ABSTRACT FROM AUTHOR]

A clinical, evidence-based model to inform clients and their parents about the nature of stuttering is indispensable for the field. In this paper, we propose the Erasmus Clinical Model of Stuttering 2.0 for children who stutter and their parents, and adult clients. It provides an up-to-date, clinical model summary of current insights into the genetic, neurological, motoric, linguistic, sensory, temperamental, psychological and social factors (be it causal, eliciting, or maintaining) related to stuttering. First a review is presented of current insights in these factors, and of six scientific theories or models that have inspired the development of our current clinical model. Following this, we will propose the model, which has proven to be useful in clinical practice. The proposed Erasmus Clinical Model of Stuttering visualizes the onset and course of stuttering, and includes scales for stuttering severity and impact, to be completed by the (parent of) the person who stutters. The pathway of the model towards stuttering onset is based on predisposing and mediating factors. In most children with an onset of stuttering, stuttering is transient, but if stuttering continues, its severity and impact vary widely. The model includes the circle of Engel (1977), which visualizes unique interactions of relevant biological, psychological, and social factors that determine the speaker's experience of stuttering severity and its impact. Discussing these factors and their interaction with an individual client can feed into therapeutic targets. The model is supplemented by a lifeline casus. • A new clinical, evidence-based model to inform children who stutter and their parents, and adult clients about stuttering. • The onset and development of stuttering is visualized in a Figure. • Biological, psychological, and social factors are related to the speaker's experience of stuttering severity and impact. • A hypothetical lifeline casus illustrates the model. [ABSTRACT FROM AUTHOR]

Society is changing ever faster, and tunnels are complex systems where performance is affected by many different stakeholders. These conditions suggest that safety management needs to be proactive and based on a systems perspective that acknowledges socio-technical theories. Although systems thinking principles are foundational in overarching European regulations and goals, system principles generally don't affect tunnel fire safety design principles or engineering practice. In the countries investigated in this study, tunnel fire safety management (TFSM) builds on experience-based and risk management-based principles that are optimized independently system by system. This is usually done with limited consideration of how these systems are interconnected and affect the overall tunnel system. The purpose of this paper is to investigate how systems thinking could support existing engineering practice. The work presented in this article is the outcome of a collaboration between fire safety researchers and practitioners from five countries and three continents. Through three workshops, current TFSM principles have been compiled and discussed. It is suggested that tunnel safety regulations be redesigned to strengthen the ability of engineers to work in design teams using systems thinking principles. [ABSTRACT FROM AUTHOR]

• Parents of trans children hold a body of knowledge about supporting trans children. • Families interact with a wide range of services and agencies in their journey to affirm their children's gender. • Parent knowledge and advocacy extends far beyond the medicalised pathway. • Parent knowledge can be used to inform services and agencies to provide more integrated, affirming services. The childhood and adolescence of transgender and gender diverse children and young people (trans children) is contested in many areas, such as media, education, health, and increasingly in the political sphere. Parents and carers of trans children navigate services and societal relations in their journey to affirm their children, from happy childhood to trans adults. This paper reports on the accounts of parents of trans children in Australia. Semi-structured interviews with 18 parents of 15 trans children in four states were analysed to understand the journey holistically, and interactions with services and institutions on this journey. Children ranged in current age from 8 to 21 years, and were 2 to 16 years when they first expressed their trans identity. These journeys highlight moments of gender euphoria, and points of both positive and negative interactions with a range of services such as GPs, specialist healthcare, trans healthcare, schools, foster care, government records, and sporting environments. This research demonstrates that parents have a collective body of knowledge on supporting and affirming trans children that should be drawn on to inform child and youth services. [ABSTRACT FROM AUTHOR]

• History of ENEN in support to nuclear knowledge communities. • Biggest nuclear Education and Training Organization in Europe. • European Commission funded education. • Networking among Universities and Research Centers. • Novel technologies in Nuclear. The European Nuclear Education Network (ENEN) just celebrated in 2023 the first twenty years of existence. During this period, the ENEN network grew, reaching today more than ninety Members, Partners and Supporters. The mission of ENEN is the preservation and the further development of expertise in the nuclear fields by higher Education and Training. We target to reach this objective through the co-operation between universities, research organisations, regulatory bodies, the industry and any other organisations involved in the application of nuclear science and ionising radiation. Networking is an important method that we use to achieve success in our actions. Either if we speak about networking between people that aim at delivering specific education and training (E&T) actions (attraction to nuclear, higher education and training, workshops, webinars, summer/winter schools, etc.) or networking between persons who need an upgrade in their professional career through these E&T actions, we strongly believe that collaboration is the answer for a safe usage of nuclear energy in Europe and beyond. Today, ENEN is the response to the European need for highly educated people in the nuclear field by meeting these needs through cooperation between industry, research centers, technical support organizations international organizations and higher education institutions. This paper summarizes the recent evolution of ENEN after twenty years of existence and the vision for the coming period, in the service of nuclear education in Europe. [ABSTRACT FROM AUTHOR]

This paper quantifies learning losses related to delaying the return to in presence school activities after the peak of the Covid-19 pandemic, for children of low socioeconomic background in Mexico by exploiting a unique data set constructed for such purpose. Data on math and reading comprehension learning outcomes for a panel of children aged 10–15 were collected between April and December 2021 in two geographically adjacent and similar states in the southern region of the country, with significant between and within state variability in the school reopening and school return process. We use alternative estimation techniques to measure changes in learning outcomes in relation to the exposure to in-presence education during a 6-month period and find that children that returned to school earlier had higher achievement scores of at least 0.27 standard deviations, and these were greater for older children. These findings highlight the potential learning losses associated with remote education. [ABSTRACT FROM AUTHOR]