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School categorization has impaired the functionality of schools and led to dysfunctional teaching and learning processes. This study explores principals' perspectives on categorization and school functionality. The existing literature on school categorization focuses on the geographical areas of schools and resource allocation, ignoring the complexities of learner behavior and other dynamics within schools. Based on a qualitative case study within an interpretive paradigm, this study was conducted in the uMgungundlovu district of KwaZulu-Natal using semi-structured interviews, document reviews, and observations with five purposefully selected principals of five primary schools. Data analysis revealed that schools were paying significant maintenance and bills to sustain themselves without sufficient funding. In addition, the quintile classification indicates that the socioeconomic status of schools weakens the institution's ability to provide intensive development and growth for administrative and learning needs and to the extent that schools generate their resources for the reconstruction of structures and facilities, affecting the well-being of teachers and learners, as well as external factors such as professional development and academic training, which have a significant impact on the delivery of quality education., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-articulating how teachers use information conveyed by classroom relationship experiences as a heuristic to interpret relationship experiences with individual students as a TSE source. Elementary school teachers (N = 86; 72.05% female) completed the Student-Teacher Relationship Scale and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 687, 50.1% girls, Grades 3-6) from their classes. Doubly latent multilevel structural equation modeling was used to test for associations of Closeness and Conflict with TSE at both the student (L1) and classroom level (L2). Contextual effects, corresponding to associations of classroom-level Closeness and Conflict with TSE above the same associations at the student level, were calculated to test assimilation and contrast hypotheses. At L1, results indicated positive associations between Closeness and TSE and negative associations between Conflict and TSE. At L2, only Conflict was negatively associated with TSE. Consistent with the contrast hypothesis, the contextual effect of Closeness, but not Conflict, was negative and significant. Hence, teachers' judgments of a relatively close classroom relational climate may lead them to perceive relational closeness with individual students in a more negative light, resulting in lower levels of TSE toward these students., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Best practice clinical assessment of externalizing problems often necessitates collection of information from parents, youth themselves, and teachers. The present study tested the predictive validity of a psychometrically-driven scoring procedure to integrate multi-informant, dimensional ratings of externalizing problems. Participants were 2264 clinic-referred youth ages 6-18. Parents, teachers, and youth completed questionnaire ratings of externalizing problems (hyperactivity-inattention, conduct problems, and oppositionality-defiance) prior to an initial clinical appointment. The predictive validity of simple (highest informant rating; and all informant ratings separately) and more complex (latent S-1 bifactor model with specific informant factors; and moderated nonlinear factor analysis accounting for child age and sex) methods of informant integration was tested in predicting impairment, comorbidity, and number of clinical encounters. A simple model, in which all informant ratings were included, showed the best predictive validity across outcomes, performing as well or better than the use of the highest informant ratings or more complex latent variable models. The addition of child age and sex as moderators in the factor model did not improve predictive validity. Each informant (parent, teacher, and youth) contributes important information to the prediction of clinically-relevant outcomes. There is insufficient evidence at present to suggest that complex latent variable models should be favored over simpler models that preserve each informant's ratings., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

This study examined the development of math self-concept during the transition to secondary school comparatively among high-ability and average-ability students in a largescale longitudinal sample in Flanders, Belgium (N = 5740 students; 49.5% males). Latent change models revealed that high-ability students, although maintaining higher relative levels of math self-concept, experienced steeper levels of math self-concept decline in the transition to secondary school than their average-ability peers, according to students' reports. Cognitive ability, measured with standardized intelligence tests, predicted steeper math self-concept decline within both ability groups, and in both groups stronger math self-concept decline was associated with (a) higher levels of teacher-reported underachievement in Grade 7 (r 2  = 0.13, p < .001), (b) lower standardized math achievement in Grade 11 (r 2  = 0.49, p < .001), (c) lower student-reported school well-being in Grade 7 (r 2  = 0.13, p < .001) and Grade 11 (r 2  = 0.04, p < .001), and (d) higher risk of grade repetition by the end of secondary school (r 2  = 0.11, p < .001). These findings establish that the level of math self-concept and the degree in decline in math self-concept can have negative implications for educational outcomes, even when math self-concept level remains high relative to peers., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

In this study we use personal network analysis to examine the social relationships taking place throughout programme implementation. Previous literature on psychosocial intervention has used network analysis techniques to examine: (a) the interaction between participants, (b) the facilitators' link to the intervention target group, (c) the transfer of knowledge between experts and facilitators, and (d) the interaction of facilitators with each other. However, there has been little research on how facilitators connect with other figures in their organisational context, impacting both intervention fidelity and the fit of the programme to the local context. In this study we combine the analysis of personal networks with qualitative interviews with 102 teachers in 72 schools in Barranquilla (Colombia), with whom we describe the implementation of the psychoeducational programmes Pisotón and Metodologías Flexibles. The results show that programme implementation networks not only rely on facilitators but also on the contribution of the schools' director of studies, the coupling with the regular classroom teachers, and occasional collaborations from the rest of the school staff. After conducting a cluster analysis, we detected the existence of two types of personal networks, some based on the functioning of highly cohesive teams and others with a greater level of centralisation around the head of studies. Implementation networks not only enable the implementation of programme activities, but also the integration of the programme into educational organisations. In the discussion we reflect on how the analysis of facilitators' personal networks can be used to improve the process of programme implementation., Competing Interests: Declaration of Competing Interest Authors declare no conflict of interest., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: The transition from medical students to competent physicians requires comprehensive training during residency programs. In China, resident students typically undergo 2- or 3-year training programs. While they learn from patient interactions under the guidance of experienced doctors, integrating theoretical knowledge from textbooks into practical cases remains a challenge. This study aimed to explore the impact of medical interns acting as peer-students on the knowledge mastery of resident students., Method: The participants of this study consisted of resident students specializing in respiratory medicine at the Second Affiliated Hospital of Zhejiang University, School of Medicine. Resident students were given the opportunity to volunteer as peer-teachers for medical interns in the respiratory department. Those who chose to instruct interns were automatically placed into the test group, while those who opted not to partake in intern instruction formed the control group. In their role as peer-teachers, resident students assumed the responsibility of guiding interns in patient management throughout the entire continuum, spanning from initial engagement to discharge, a commitment that extended over a minimum period of 2 weeks. The resident students' academic performance was evaluated through a departmental examination consisting of 50 multiple-choice questions, which was administered upon completing their rotation. Statistical analysis was performed to assess the impact of peer-teaching on the resident students' performance., Results: Between January 2023 and June 2023, a total of 158 resident students completed their rotation in the respiratory department. Among them, 40 resident students willingly took on the responsibility of instructing medical interns, while 118 resident students did not participate in intern teaching. With a "one-to-one" teaching policy in place, the overall satisfaction rate of the interns was an impressive 95.35%. Pre-rotation test scores for the test group averaged 81.66 ± 8.325 (Mean ± SD) and the control group averaged 81.66 ± 8.002, without significance. The departmental examination scores of the test group averaged 85.60 ± 7.886, while the control group scored an average of 82.25 ± 8.292, with a statistically significant difference (p = 0.027)., Conclusion: In conclusion, our study underscores the positive influence of peer-teaching on the knowledge mastery of resident students., (© 2024. The Author(s).)

Objective: The importance of research cannot be overemphasized. Research findings serve as a guide for the enactment of development policies and legislation. However, not all members of the target population willingly participate in a study. The current study explored the reasons why some individuals refused to partake in inclusive education research in a developing country, Ghana. The journaling helped to capture the voices of 87 participants who refused to take part in a larger inclusive education survey study., Results: The study found that the participants did not take part in the research because of reasons such as lack of financial gain, bad experience with previous research, lack of direct benefit, and lack of time. The findings of the study and its implication for policymaking in Ghana and research studies in sub-Saharan Africa are discussed., (© 2024. The Author(s).)

Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein's integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers' perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity., (© 2024. The Author(s).)

Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers' self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children's pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children's use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study's contributions and constraints are discussed considering implications for practice, research, theory, and policy., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Silva Moreira et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Despite a move toward gender parity in the United States (U.S.) workforce, a large gender gap persists in the fields of science, technology, engineering, and mathematics (STEM); this is particularly true for academic (i.e., instructor and tenure track) STEM positions. This gap increases as women advance through the traditional steps of academia, with the highest degree of gender disparity in tenured positions. As policies, politics, and culture, which all contribute to gender equity across the world, vary across regions in the United States, we expect that the gender gap in STEM might also vary across geographic regions. Here, we evaluated over 20,000 instructor and tenure track positions in university STEM departments across the U.S. to evaluate whether and how the geographic region of a university might determine its proportion of women in STEM academic positions. Similar to previous research, regardless of geographic region, more men were employed in both tenure track and instructor positions across STEM fields. However, variation existed regionally within the U.S., with the Mountain region employing the lowest proportion of women in tenure track positions and the East North Central and Pacific regions employing the greatest proportion. We expect this regional variation could be caused by differences in state and local policies, regional representation, and mentorship, resulting in inconsistent support for women, leading to differences in work environments, hiring, and job retention rates across the country. A better understanding of which geographic areas within the U.S. have more equal distributions of women in the STEM field will help us to identify the specific mechanisms that facilitate more equal and inclusive opportunities for women and other underrepresented groups across all levels of STEM academia., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Galvin et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background/aim: Teaching, mentoring, coaching, supervising and sponsoring are often conflated in the literature. In this reflection, we clarify the distinctions, the benefits and the drawbacks of each approach. We describe a conceptual model for effective leadership conversations where leaders dynamically and deliberately 'wear the hats' of teacher, mentor, coach, supervisor and/or sponsor during a single conversation., Methods: As three experienced physician leaders and educators, we collaborated to write this reflection on how leaders may deliberately alter their approach during dynamic conversations with colleagues. Each of us brings our own perspective and lens., Results: We articulate how each of the 'five hats' of teacher, mentor, coach, supervisor and sponsor may help or hinder effectiveness. We discuss how a leader may 'switch' hats to engage, support and develop colleagues across an ever-expanding range of contexts and settings. We demonstrate how a leader might 'wear the five hats' during conversations about career advancement and burn-out., Conclusion: Effective leaders teach, mentor, coach, supervise and sponsor during conversations with colleagues. These leaders employ a deliberate, dynamic and adaptive approach to better serve the needs of their colleagues at the moment., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. No commercial re-use. See rights and permissions. Published by BMJ.)

This phenomenological study explored the experiences of language learners in the digital age, specifically investigating the intersection of digital literacy, technostress, online engagement, autonomy, and academic success. Twenty participants, selected through purposive sampling, shared Chinese as their native language and were between 18 and 20 years old, with five participants being female. Employing interviews and document analysis, the study aimed to understand the subjective meanings, emotions, and perceptions associated with these phenomena. The findings revealed the multifaceted nature of technostress, the crucial role of digital literacy in shaping online engagement and autonomy, and the nuanced impact on academic success. These qualitative insights contribute to a deeper understanding of the complex relationships in the digital language learning landscape. The study has implications for educators, materials developers, syllabus designers, and policy-makers, providing practical insights to enhance language learning experiences in the digital era. Future research may further explore specific dimensions uncovered in this study to adapt educational practices to the evolving digital terrain., (© 2024. The Author(s).)

Introduction: Blended learning, which integrates classroom face-to-face teaching with both asynchronous and synchronous online learning elements, has swiftly gained acceptance in educational environments. However, the implementation of blended learning presents challenges that impact all stakeholders, necessitating thoughtful consideration. Teachers play a central role in shaping the instructional experience among these stakeholders. To fully realize the potential of comprehensive blended learning, it is imperative to identify the challenges faced by these teachers and develop strategies that sensibly address and overcome them., Methodology: A qualitative exploratory study was conducted with twelve teachers involved in the postgraduate blended learning health professions program at Khyber Medical University, Peshawar in 2022. One-on-one semi-structured Interviews were conducted via WhatsApp/ZOOM, transcribed by Otter AI, coded on NVivo & analyzed using Braun/Clarke's Thematic Analysis., Results: Three themes of challenges faced by teachers of postgraduate blended learning programs were constructed namely (1) Skills, such as (i) digital, (ii) instructional, and (iii) online class management, and (2) Administrative barriers in terms of (iv) resources (iv) training, and (3) Faculty resistance., Conclusion: This study provides profound insights into the daunting challenges that postgraduate blended learning program teachers encounter in terms of skills, administrative barriers, and faculty resistance. These findings offer a valuable opportunity for program directors to identify the critical requirements of these faculties in their pursuit of effective teaching and learning, ultimately transforming the landscape of blended education. This study emphasizes the need for ongoing faculty development and institutional support to address the identified challenges and improve the quality of postgraduate blended-learning programs., (© 2024. The Author(s).)

Professional identity has become a central topic in teacher education research and a crucial factor in shaping teachers' self-perception and perspectives on various aspects of their profession, including teacher roles, scholarly research, curriculum design, classroom instruction, instructional methods, and strategies, as well as their interactions within the educational context. Despite the considerable scholarly interest in teacher identity development, relatively few studies have considered how to measure teacher professional identity. This study developed and validated a new measurement of professional identity among Chinese pre-service teachers from an English language education program. A total of 560 pre-service teachers majoring in English language education were invited to participate in a survey and 542 questionnaires were deemed valid and subjected to analysis. Through this analysis, a scale with 17 items was developed, focusing on three different dimensions: professional self-efficacy, career commitment, and professional knowledge. After excluding items with a relatively poor correlation with factor loading, the final scale consisted of 13 items. The results showed that the developed scale has relatively good reliability (α = 0.939) and structural validity (χ2/df = 2.46, p < .001, CFI = 0.978, TLI = 0.971, SRMR = 0.033, RMSEA (90% CI) = 0.071 0.054, 0.089). This study may provide a quantitative instrument for future research to measure professional identity among pre-service teachers, both in Chinese and other contexts., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Zeng, Liu. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Worldwide women have increased their participation in STEM, but we are still far from reaching gender parity. Although progress can be seen at the bachelor's and master's level, career advancement of women in research still faces substantial challenges leading to a 'leaky pipeline' phenomenon (i.e., the continuous decrease of women's participation at advanced career stages). Latin America exhibits encouraging rates of women participation in research, but the panorama varies across countries and stages in the academic ladder. This study focuses on women's participation in research in natural sciences in Colombia and investigates career progression, leadership roles, and funding rates by analyzing data on scholarships, grants, rankings, and academic positions. Overall, we found persistent gender imbalances throughout the research ecosystem that were significant using classical statistical analyses. First, although women constitute >50% graduates from bachelors in natural sciences, <40% of researchers in this field are female. Second, women win <30% of research grants, and in turn, their scientific productivity is 2X lower than that of men. Third, because of the less research funding and output women have, their promotion to senior positions in academic and research rankings is slower. In consequence, only ~25% of senior researchers and full professors are women. Fourth, the proportion of women leading research groups and mentoring young scientist in Colombia is <30%. Our study deepens our understanding of gender gaps in STEM research in Colombia, and provides information to design initiatives that effectively target gender disparities by focusing on key areas of intervention, and then gradually building up, rather than tackling structural inequities all at once., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Paz, Pardo-Díaz. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Teacher support encompasses the provision of educational, instrumental, sentimental, or evaluative assistance by a teacher to a student, regardless of the setting. Learning a new language brings with it different ups and downs that may hinder the actual progress of the learners. The journey of learning may be made easier by supportive instructors. During the course of this inquiry, two groups (85 participants in total) including the experimental and control groups were chosen to gauge the influence of Teacher support in virtual instruction on English as a foreign language (EFL) learners' progress, academic immunity, and academic enjoyment. In contrast to the experimental group (EG, n = 42), which had the chance to connect with a teacher in order to ask questions and get feedback plus the off-line education, the control group (CG, n = 44) was subjected to off-line instruction of language input (Top Notch 3). The status of the participants' language growth, immunity, and enjoyment was investigated both before and after the treatment. The findings of independent samples t-tests as well as the multivariate analysis of variance (MANOVA) indicated that learners in EG did much better than their counterparts in CG. In addition, the ramifications and recommendations for potential future directions are analyzed., (© 2024. The Author(s).)

The correlational research study aims to examine how blended learning affects academic motivation and achievement. The objectives of the study are to assess students' opinions on the current level of blended learning, teachers' practice of blended instruction, the benefits of blended learning, its impact on academic motivation and learning outcomes, and factors influencing blended learning to determine how instructors' methods influence students' academic motivation and learning results. The study includes all Bachelor of Science students from various public and private institutions in the Faisalabad Division. Quantitative data from 400 students were collected from four selected institutions. A closed-ended, customized 5-point Likert scale questionnaire was used to collect data. The reliability of the questionnaire was confirmed through expert comments and pilot testing, with a reliability score of (= .97). Data were collected via Google Forms and researcher visits. Descriptive and inferential statistics were employed to analyze the collected data and answer the research questions. The findings of the study indicate that students somewhat agreed with the current blended learning environment, and strongly agreed with variables such as instructors' blended instruction techniques, the benefits of blended learning, and factors influencing blended learning. Blended learning had statistically significant positive effects on academic motivation and learning outcomes. The findings suggest improving the blended learning environment and instructors' blended education methods to enhance university students' academic motivation and learning outcomes., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Shoukat et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: Access to reliable and accurate digital health web-based resources is crucial. However, the lack of dedicated search engines for non-English languages, such as French, is a significant obstacle in this field. Thus, we developed and implemented a multilingual, multiterminology semantic search engine called Catalog and Index of Digital Health Teaching Resources (CIDHR). CIDHR is freely accessible to everyone, with a focus on French-speaking resources. CIDHR has been initiated to provide validated, high-quality content tailored to the specific needs of each user profile, be it students or professionals., Objective: This study's primary aim in developing and implementing the CIDHR is to improve knowledge sharing and spreading in digital health and health informatics and expand the health-related educational community, primarily French speaking but also in other languages. We intend to support the continuous development of initial (ie, bachelor level), advanced (ie, master and doctoral levels), and continuing training (ie, professionals and postgraduate levels) in digital health for health and social work fields. The main objective is to describe the development and implementation of CIDHR. The hypothesis guiding this research is that controlled vocabularies dedicated to medical informatics and digital health, such as the Medical Informatics Multilingual Ontology (MIMO) and the concepts structuring the French National Referential on Digital Health (FNRDH), to index digital health teaching and learning resources, are effectively increasing the availability and accessibility of these resources to medical students and other health care professionals., Methods: First, resource identification is processed by medical librarians from websites and scientific sources preselected and validated by domain experts and surveyed every week. Then, based on MIMO and FNRDH, the educational resources are indexed for each related knowledge domain. The same resources are also tagged with relevant academic and professional experience levels. Afterward, the indexed resources are shared with the digital health teaching and learning community. The last step consists of assessing CIDHR by obtaining informal feedback from users., Results: Resource identification and evaluation processes were executed by a dedicated team of medical librarians, aiming to collect and curate an extensive collection of digital health teaching and learning resources. The resources that successfully passed the evaluation process were promptly included in CIDHR. These resources were diligently indexed (with MIMO and FNRDH) and tagged for the study field and degree level. By October 2023, a total of 371 indexed resources were available on a dedicated portal., Conclusions: CIDHR is a multilingual digital health education semantic search engine and platform that aims to increase the accessibility of educational resources to the broader health care-related community. It focuses on making resources "findable," "accessible," "interoperable," and "reusable" by using a one-stop shop portal approach. CIDHR has and will have an essential role in increasing digital health literacy., (©Julien Grosjean, Arriel Benis, Jean-Charles Dufour, Émeline Lejeune, Flavien Disson, Badisse Dahamna, Hélène Cieslik, Romain Léguillon, Matthieu Faure, Frank Dufour, Pascal Staccini, Stéfan Jacques Darmoni. Originally published in JMIR Medical Education (https://mededu.jmir.org), 04.03.2024.)

Background: Little is known about what happens when patients and caregivers are involved in an academic setting as co-teachers and how healthcare professionals approach a new model of partnership-based teaching. This study aimed to explore the learning and behavioural patterns of a group of healthcare professionals who were learning to teach with patients and caregivers as co-teachers in a post-graduate course., Methods: A focused ethnographic study involving 11 health professionals was conducted. Data were collected through participatory observation during the course, individual semi-structured interviews, and a follow-up focus group. Taxonomic analysis was performed., Results: Three categories were identified: 'group', 'role of narration' and 'applying co-teaching with patients and caregivers '. Specifically, heterogeneity, absence of hierarchies, and balanced relationships characterised the group dynamic and promoted partnership. Narration played a key role both in learning and in healthcare professionals' relationship with patients and caregivers and promoted emotional skills and self-awareness. Project planning and lessons simulations were essential aspects of the implementation process., Conclusions: This focused ethnography helped further understanding of the context of a specific project involving patients and caregivers as co-teachers in healthcare professional education. The development of emotional skills and self-awareness are the main learning patterns of co-teaching, and interprofessionalism and balanced relationships are the basis of the behavioural patterns. These patterns facilitated the involvement of patients and caregivers in health education., (© 2024. The Author(s).)

Background: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population., Method: The current study investigated the prevalence of teachers' general and neurodevelopmental neuromyths among 820 Italian teachers., Results: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths., Conclusion: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers., Competing Interests: Declaration of Competing Interest We wish to confirm that there are no known conflicts of interest associated with this publication and there has been no significant financial support for this work that could have influenced its outcome. We confirm that the manuscript has been read and approved by all named authors and that there are no other persons who satisfied the criteria for authorship but are not listed. We further confirm that the order of authors listed in the manuscript has been approved by all of us. We confirm that we have given due consideration to the protection of intellectual property associated with this work and that there are no impediments to publication, including the timing of publication, with respect to intellectual property. In so doing we confirm that we have followed the regulations of our institutions concerning intellectual property. We understand that the Corresponding Author is the sole contact for the Editorial process (including Editorial Manager and direct communications with the office). She is responsible for communicating with the other authors about progress, submissions of revisions and final approval of proofs. We confirm that we have provided a current, correct email address which is accessible by the Corresponding Author and which has been configured to accept email from (eva.bei.0209@gmail.com), (Copyright © 2023 The Author(s). Published by Elsevier GmbH.. All rights reserved.)

Background: Educational neuromyths are known to exist amongst teachers in Western countries, and some researchers argue that neuromyths may affect classroom teaching., Method: An online survey was designed and distributed to sixty-four Hong Kong inclusive education teachers. Descriptive statistics, Pearson's correlation, Hierarchical Multiple Regression, and Thematic analysis were used to analyzed the collected data., Results: First, there is a relatively low prevalence of neuromyths among Hong Kong teachers. Second, neuromyths were not significantly correlated with inclusive teachers' instructional practices. Third, teachers' general knowledge of the brain was significantly correlated with neuromyths and is a significant predictor of neuromyths. Fourth, the work-related stress of teachers was the main barrier to learning about neuroscience and adopting evidence-based practices in classroom teaching in Hong Kong., Conclusion: Our findings raise awareness of environmental and cultural factors that need to be considered and might affect the prevalence of neuromyths studies in non-WEIRD contexts., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier GmbH.. All rights reserved.)

This introduction to the special issue on global perspectives frames the collection of articles around recent calls for expanding the focus of research in psychology in general, and school psychology specifically, beyond Western, educated, industrialized, rich, and democratic countries and cross-cultural comparisons with non-Western, educated, industrialized, rich, and democratic Confucian East Asian countries (cf. individualistic vs. collectivist societies; see Krys et al., 2024), while neglecting populations in Latin American, Eastern Europe, Africa, Middle East, South Asia, and Oceania. The articles in this issue represent research from China, Germany, Italy, Latvia, Malaysia, Ukraine, Vietnam, and the United States and address topics as diverse as teacher consultation, implementation science, adapting evidence-based interventions, parent-teacher and teacher-child relationships, bullying, behavior management, school climate and equity, resilience during war, newcomer immigrants, refugee status in transit countries, and social media use. Research methods represented in this issue include correlational, case study, comparative (cross-country), mixed methods, and participatory approaches. We hope that the articles in this internationally focused collection heighten school psychologists' knowledge of and interest in a world where science and practice expand beyond borders, and that the global-intercultural perspective represented herein can facilitate collaboration across cultures and contexts as we advocate for the rights and well-being of each child. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Growing numbers of researchers have investigated how training programmes influence coaches' and teachers' ability to promote life skills development, and concurrently, athlete-related outcomes. This study aimed to examine high school student-athletes' development of life skills through a three-year programme called Winner for Life (Gagnant pour la vie). Delivered online to high school coaches and teachers, the programme targeted five life skills: (a) Goal Setting and Concentration (Year 1), (b) Healthy Eating Habits and Safety Behaviours (Year 2), and Physical and Mental Recovery (Year 3). In all, 148 student-athletes participated in the programme and completed questionnaires at five time points to assess life skills development. A general linear repeated measures model was used to assess changes over time. Missing data were handled using multiple imputations. Student-athletes reported higher scores on Goal Setting subscale at time 2 (vs. time 1) and time 3 (vs. time 2) and on Social Recovery subscale at time 2 (vs. time 1). They also reported lower scores on Sleep Quality subscale at time 3 (vs. time 2) and time 5 (vs. time 4). Additionally, a significant interaction was observed between student-athletes' age (mean = 13.5 years) at study start, and improvements on certain life skills subscales over time. Overall, the fact that student-athletes did not improve on all life skills could be explained by the COVID-19 pandemic lockdowns, which limited the programme's influence from time 3. Results should be considered in light of limitations regarding gender distribution and ceiling effects on student-athletes' scores. Recommendations to improve future life skills programmes are discussed, such as involving parents in delivery and encouraging life skills teaching over time., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Background: Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise the value of practical over scientific knowledge., Aims: The present study applied the theory of planned behaviour (TPB) to investigate under what conditions pre-service teachers intend to use and prefer scientific sources from educational research., Methods: The study's participants were 343 pre-service teachers in a half-year school internship who indicated their attitudes towards educational research, behavioural control (i.e. self-efficacy), perceived subjective norm, intentions of using research and preference for scientific sources in a survey. Perceived subjective norm was established by measuring whether pre-service teachers believed their mentors considered research-based knowledge., Results: In line with the predictions of the standard TPB model, structural equation modelling confirmed the effects of positive attitudes, self-efficacy and perceived subjective norm on pre-service teachers' intentions of using research. In turn, intentions and self-efficacy predicted preferences for scientific sources but not the use of scientific sources when planning a lesson in the internship., Conclusions: Pre-service teachers' scientific source preferences are shaped not only by personal dispositions but also by the social context of school., (© 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

The article examines the results of a study of the resilience of teachers, students, and their parents 2 months after the start of a full-scale war in Ukraine. The total number of respondents who took part in the study is 14,556. There are employees of educational institutions (29%), students (22.41%), and parents (48.22%) from all regions of Ukraine among them. A reduced level of resilience of adult research participants (teachers, parents) and higher resilience of young people were revealed. The relationship between resilience and place of residence, forced resettlement, subjective assessment of one's own security, involvement in various forms of education (teaching), as well as gender and age differences in resilience is presented. The results can become the basis for policy development regarding the system of support for teachers, students, and their parents in conditions of traumatic effects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Background: Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of additional support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to translate letters into sounds and blend them (e.g., c-a-t = "k - ae - t" = "cat"). To use a decoding strategy, children require letter-sound knowledge (LSK) and the ability to blend sound units (phonological awareness; PA). Training on PA has been shown to benefit struggling beginning readers. However, teachers in English primary schools do not routinely check PA. Instead, struggling beginner readers usually receive additional LSK support., Aims: Until now, there has been no systematic comparison of the effectiveness of training on each component of the decoding process. Should additional support for struggling readers focus on improving PA, or on supplementary LSK and/or decoding instruction? We aim to increase understanding of the roles of LSK and PA in children's acquisition of phonics skills and uncover which types of additional training are most likely to be effective for struggling beginner readers., Sample and Method: We will compare training on each of these components, using a carefully controlled experimental design. We will identify reception-age children at risk of reading difficulties (target n = 225) and randomly allocate them to either PA, LSK or decoding (DEC) training. We will test whether training type influences post-test performance on word reading and whether any effects depend on participants' pre-test PA and/or LSK., Results and Conclusions: Two hundred and twenty-two participants completed the training. Planned analyses showed no effects of condition on word reading. However, exploratory analyses indicated that the advantage of trained over untrained words was significantly greater for the PA and DEC conditions. There was also a significantly greater improvement in PA for the DEC condition. Overall, our findings suggest a potential advantage of training that includes blending skills, particularly when decoding words that had been included in training. Future research is needed to develop a programme of training on blending skills combined with direct vocabulary instruction for struggling beginner readers., (© 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups., (© 2024 Society for the Experimental Analysis of Behavior (SEAB).)

Lay Abstract: Multi-sensory environments, often called sensory rooms, are widely used with autistic children. However, we know very little about how autistic children choose to spend their time in multi-sensory environments. We also do not know how their equipment preferences relate to their individual characteristics such as their sensory differences, level of ability or general autistic behaviours. We measured the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5 min of free play. The bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. The children displayed significantly more sensory seeking behaviours in the multi-sensory environment than sensory-defensive behaviours. These sensory seeking behaviours, as well as the sensory behaviours that their parents reported they showed in daily life, were associated with specific patterns of multi-sensory environment equipment use. Non-verbal ability was also associated with multi-sensory environment equipment use, but broader autistic behaviours were not. Our findings show that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviours and non-verbal ability. This information could be useful for teachers and other practitioners who want to know how best to use multi-sensory environments with autistic children.

Leadership development, like other professional areas such as medicine, teaching, and law, requires students to become as adept at practicing leadership as they are at understanding the theory behind it. For example, K-12 teachers have student teaching, medical students have residencies, cadavers, and virtual reality-but where is the learning laboratory for leadership? The intentional emergence (IE) pedagogy provides a framework for instructors and learners that both honors the role of the instructor as a goal/outcome-setter while also embracing the complexities of the leadership development space as a living laboratory and practice field for leadership. Additionally, IE attempts to bring unconscious and default behaviors to the foreground so that critical components of leadership development such as power, privilege, and identities can be seen and included., (© 2024 Wiley Periodicals, LLC.)

Background: learning assessment is a process inherent to the development of the educational-teaching process. One of its purposes is to judge the degree of fulfillment of the aims formulated in the curricula, so it is necessary to prepare assessment tools with the required quality.Objective: to identify the main deficiencies in the assessment tools for the professional teaching, prepared by the teachers of the University of Medical Sciences of Las Tunas.Methods: a cross-sectional descriptive study was carried out at the aforementioned university, during the first semester of the academic year 2019-2020, on the deficiencies identified in the first control of the assessment tools. The universe was made up of 647 assessment tools for the midterm and final theoretical exams. The data were processed according to descriptive statistics.Results: out of the total controlled assessment tools, 41,4 % presented difficulties in their elaboration. The questions with the highest frequency of errors were those for the development of long answers with 61,7 % in the final exams and 67,4% in midterms, followed by test-type questions in 51,3 % of the final exams and 56,5 % of the midterms. Regarding the question component, the greatest difficulties were presented in the key and grading standards, 38,3 % and 58,7 % in final and midterm exams, respectively.Conclusions: there are still difficulties in the elaboration of the assessment tools in the final and midterm exams.

Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. From the perspective of the Dialogical Self Theory, this change of identity implies a change in the I-positions of the individual participants, but also of their identity as a team or We-position.

In this special issue, we argue for an Educational Psychology inspired by Hubert Hermans' Dialogical Self Theory, which refutes restrictive and deterministic cognitive psychology interpretations, complements the socio-constructivist approach of classical "black box" and, explains how intra-psychological dynamics, the mental society, is created and interacts with external society. The notion of I-position and its great versatility appears as central, as well as dialogue, both in its public and private performance, as a self-dialogue. Dialogue is the basis of teaching, learning, thinking, and decision making. It is also the foundation on which the professional identity is built. Teaching, tutoring, advising, innovating, undertaking, investigating are, in short, different ways of dialoguing with ourselves and with the world, giving meaning to what we do.

In this special issue, we argue for an Educational Psychology inspired by Hubert Hermans' Dialogical Self Theory, which refutes restrictive and deterministic cognitive psychology interpretations, complements the socio-constructivist approach of classical "black box" and, explains how intra-psychological dynamics, the mental society, is created and interacts with external society. The notion of I-position and its great versatility appears as central, as well as dialogue, both in its public and private performance, as a self-dialogue. Dialogue is the basis of teaching, learning, thinking, and decision making. It is also the foundation on which the professional identity is built. Teaching, tutoring, advising, innovating, undertaking, investigating are, in short, different ways of dialoguing with ourselves and with the world, giving meaning to what we do. [ABSTRACT FROM AUTHOR]

Scientific literature has repeatedly demonstrated the difficulty of implementing relevant and sustained educational innovations. In this article, we defend that a deep and permanent change can only be achieved if the professional identity of the teachers participating in the innovation is changed. From the perspective of the Dialogical Self Theory, this change of identity implies a change in the I-positions of the individual participants, but also of their identity as a team or We-position. [ABSTRACT FROM AUTHOR]

In research on the diversity of childhood studies and those that addressed early childhood in rural contexts in particular, I examined the situation of primary schooling along the coastal area of Chiapas from the point of view of teachers and administrative staff. The data collected comes from preschools, Community Education Centers run by the National Council of Educational Development (CONAFE), and a Child Development Center (CDI). I review the results of the physical, training, legal, and care conditions of these schools and discuss these in the context of childhood schooling and the marginalization of education in rural contexts. [ABSTRACT FROM AUTHOR]

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This article addresses the tensions between calls for civility and rights to free speech in public academic employment. We begin by summarizing relevant organizational science on workplace incivility. Next come critical perspectives from other fields, asserting that civility appeals infringe on rights to freedom of expression. Following this is a review of key court decisions within the jurisprudence of free speech in the workplace, especially as it applies to academics. We also address the protections afforded by tenure and (at some institutions) unions. Bringing these streams of scholarship together, we expose predicaments faced by public universities seeking to cultivate safe and civil work environments while, at the same time, respecting faculty rights to free speech. We conclude by suggesting compromises between these conflicting aims that would allow organizations (in academia and beyond) to protect workforce dignity without infringing on the rights of reasonable people. [ABSTRACT FROM AUTHOR]

At the higher education level, teachers are more effective as role-models. Given the independent nature of higher education, the impact of role-models is far reaching rather they either make or break the future academics and practices of their students. Higher education commission (HEC) of Pakistan is making all its efforts out to popularize ‘research-culture’ in every higher educational institution (HEI) of the country with a view to transforming into a knowledge economy, which is indispensable for the survival of our higher education at the global level of competition. Research culture can only become common place if the propagandists i.e. the teachers themselves are preparing and updating themselves to be effective role-models for the learners. HEC has introduced several ‘faculty development programs’ with the same objective of creating research environment through research-oriented faculties in HEIs of the country. On one hand teachers must learn research tools and techniques and on the other hand communicate their expertise in the seminars, conferences, and workshops for the students and colleagues thereby creating an echo of research culture across the seats of learning in the breadth and depth of the state. The knowledge and expertise of teachers in research methodologies is fundamental to the objective of becoming research role-model for the students and fellow teachers. All higher education teachers must do this individually and group-wise with utmost attention and by sparing their precious time so that results could be expected with precision and accuracy. If teachers can create the image of researcher-teachers among their pupil, there is natural reaction of following role-models in the same direction. Students can then be provided facilities and guidance in how to proceed and capitalize on research opportunities in their respective departments, institutions, national and international levels. As said earlier, teachers as research-models have to demonstrate themselves through different modes of behavior with their students and colleagues. The most dominant behavior is the expression of command over research methodology with focus on the updated knowledge and practices relevant to their field of study and research. The second and equally critical behavior is the readiness of teachers 24/7 to help students and fellow-teachers in any kind of research assignment or inquiry about understanding and/or application of research tools and techniques. The expertise of teacher in research, matters a lot however after this what makes the difference is the teacher’s explicit behavior like cooperation and attention while dealing with student-scholars in handling their research interests and practices. The research role-models have images in the research community and a say in research-related decision-making processes of the institute /department, which is valued and respected thereby motivating the students to be effectively committed. For higher education in Pakistan, research is the only future therefore all stakeholders in this sector, particularly teachers have no option but to whole-heatedly concentrate on nourishing their research knowledge and skills with an intention to contribute towards research culture in the country and help new generation becoming effective part of the global village and knowledge economy at the national and international levels simultaneously.

The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS exam, writing a review article and giving an oral presentation about their research topic. At this stage, students are challenged to find relevant information searching PubMed and other literature databases. The teacher served as a facilitator of learning and would not offer information related to the tasks. During the enabling phase, students were encouraged to ask their supervisor for help and guidance. Students ask questions in class, and the instructor discusses the questions with the students and guides them to solve the questions independently. During the assessment stage, students take the academic IELTS exam, finish the review article, given an oral presentation related their research project, and complete an instructional questionnaire. The non-POA-R group was instructed by the teacher lecture method, comprising six lectures and an oral presentation in addition to the completion of a review article. The final grades of course include a review article, an oral presentation, and an academic IELTS test. The results revealed that the students in the POA-R group outperformed the non-POA-R group in terms of mean scores on the IELTS exam, oral presentation, and review article. To further support and demonstrate the advantages of the POA-R teaching approach, an instructional questionnaire using Likert scales and the attitudes of their supervisors was employed. In conclusion, the POA-R teaching approach is a highly successful strategy for enhancing postgraduate students' academic English proficiency. It greatly enhanced the participants' academic knowledge, learning interest, and active learning., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Zheng Liu. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

This study investigates the factors influencing online learning (OL) success among non-full-time adult students in open and distance education in Western China. To utilize a structural equation model with seven construction elements that combine the information system success (ISS) model and TPACK theory. Data from 245 participants were analyzed using PLS-SEM. Results reveal that system quality, service quality, and teachers' TPACK ability have varying degrees of positive impact on OL success. The main contribution of this study is its innovative combination of TPACK theory and the ISS Model, which has not been extensively explored in previous research. Additionally, this study emphasizes the significance of addressing the distinctive requisites and attributes of part-time adult learners engaged in online learning (OL). The findings of this study can help educational practitioners and policymakers create more effective and efficient OL environments that meet the needs of adult learners and bridge the gap between theory and practice., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Yuebo et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The concept of language teacher immunity is a relatively new notion that has been introduced in the field of language teacher psychology. It is imperative that teachers have their inherent immunity strengthened since they have never been intrinsically protected against fluctuations that are unanticipated and beyond their control. In order to achieve this goal, the present research used a quantitative approach in order to investigate the possible effects of teacher immunity on their psychological well-being, buoyancy, and engagement. This study was conducted by sending out three questionnaires to a total of 384 primary language teachers. On the basis of the findings, it was concluded that teacher immunity has the potential to serve as a significant predictor of English as a foreign language (EFL) teachers' psychological well-being, buoyancy, and engagement. The research's conclusions may have substantial implications for education in terms of advancing psychological well-being, buoyancy, and engagement., (© 2024. The Author(s).)

Objective: Fine-grained classification of historical traditional villages plays a crucial role in guiding the future development and construction of urban and rural areas. This study aims to propose a new dataset for fine-grained classification of traditional villages and to propose an efficient progressive attention network for the problem of low accuracy and efficiency of fine-grained traditional historical village classification., Methods and Results: Firstly, in order to further study the long-standing problem of fine-grained classification of traditional villages, a new fine-grained classification dataset of traditional villages containing 4,400 images, referred to as PVCD, is proposed by crawling and hand-arranging. Secondly, a new Progressive Attention Module, abbreviated as PAM, is also proposed. PAM engages in attentional modeling of prominent spatial features within the spatial dimension, subsequently applying attentional modeling to channel features beneath the identified salient spatial features. This process involves salient spatial feature attention modeling of prominent channel features within the dimension to extract discriminative information for fine-grained classification, thereby enhancing the performance of classifying traditional villages with precision. Finally, a new knowledge distillation strategy of softened alignment distillation, or SAD for short, is proposed, which simply and efficiently transfers the knowledge of softened category probability distributions through. Notably, based on the above proposed PAM, the lightweight EPANet-Student and the heavyweight EPANet-Teacher are proposed. In addition, the heavyweight EPANet-Teacher transfers the knowledge of fine-grained categorization of traditional villages to the lightweight EPANet-Student through the proposed SAD, abbreviated as EPANet-KD. The experimental results show that the proposed EPANet-Teacher achieves state-of-the-art performance with an accuracy of 67.27%, and the proposed EPANet-KD achieves comparable performance to the proposed EPANet-Teacher with 3.32M parameters and 0.42G computation., Conclusion: The proposed EPANet-KD maintains a good balance of accuracy and efficiency in the fine-grained classification of traditional villages, considerably promoting the research on the fine-grained classification of traditional villages. In addition, it facilitates the digital preservation and development of traditional villages. All datasets, codes and benchmarking results are publicly available for the promotion of this research area. https://github.com/Jack13026212687/EPANet-KD., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Zhang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Introduction: The present study aimed to assess the status of workplace mental health from the viewpoints of educators, and explore their experiences concerning influential factors on occupational mental health at Shahid Sadoughi University of Medical Sciences., Methods: The study was a sequential mixed-method study that was conducted in quantitative and qualitative phases. In the quantitative phase, the perception of educators (n = 205) was assessed by a Workplace Mental Health Questionnaire, including 37 items in 9 categories (including an opportunity to control, an opportunity to use skills, external goals created, environmental diversity, environmental clarity, access to money, physical security, opportunity to contact others, and valuable social status and position). In the qualitative phase, data were collected using semi-structured interviews (n = 21) and were analyzed based on the conventional content analysis approach., Results: The results showed that the status of workplace mental health of educators was at a moderate level (mean (± SD) = 115.87 (±3.21). The highest and lowest scores of the median were reported in the domains of "opportunity for control" (median = 4) and "opportunity to contact others" (median = 2.75), respectively. The theme of "contrast between preferences and disappointments in the development path" with two categories including "induced demotivation of system elements" and "tendencies of promotion" was explored from the educators' perspective., Conclusion: The results indicated the moderate level of mental health of educators was influenced by the contrast between preferences and disappointments in the development path. The tendency of educators for promotion was explored as a positive factor in the mental health of educators in the academic environment. A growing desire for creative advancement among educators as a personal factor and a demand to stay updated with all developments as a system factor explained the positive experiences of educators in the university. The results showed the gap between the current situation and the desired state of occupational mental health may result from cultural challenges, lack of adherence to professionalism at the personal level (non-compliance with the principles of well-being and excellence), and interpersonal level (non-compliance with respect, justice, etc.). Moreover, factors disrupting occupational mental health at the system level explored in job stress, a resilient culture, lack of managerial support, ingratitude, lack of reward-effort matching mechanism, and lack of resources., (© 2024. The Author(s).)

Background: Airway management is a crucial skill for many clinicians. Besides mastering the technical skills of establishing a patent airway, human factors including leadership and team collaboration are essential. Teaching these human factors is often challenging for instructors who lack dedicated training. Therefore, the European Airway Management Society (EAMS) developed the Teach-the-Airway-Teacher (TAT) course., Methods: This online post-course survey of TAT-course participants 2013-2021 investigated the impact of the TAT-course and the status of airway management teaching in Europe. Twenty-eight questions e-mailed to participants (using SurveyMonkey) assessed the courses' strengths and possible improvements. It covered participants' and workplace details; after TAT-course considerations; and specifics of local airway teaching. Data were assessed using Excel and R., Results: Fifty-six percent (119/213) of TAT-participants answered the survey. Most were anaesthetists (84%), working in university level hospitals (76%). Seventy-five percent changed their airway teaching in some way, but 20% changed it entirely. The major identified limitation to airway teaching in their departments was "lack of dedicated resources" (63%), and the most important educational topic was "Teaching non-technical skills" (70%). "Lecturing " was considered less important (37%). Most surveyed anaesthesia departments lack a standardized airway teaching rotation. Twenty-one percent of TAT-participants rated their departmental level of airway teaching overall as inadequate., Conclusions: This survey shows that the TAT-course purpose was successfully fulfilled, as most TAT-course participants changed their airway teaching approach and did obtain the EAMS-certificate. The feedback provided will guide future TAT-course improvements to advance and promote a comprehensive approach to teaching airway management., (© 2024. The Author(s).)

Background: Task-shifted, teacher-led care may begin to bridge the child mental health care gap in low- and middle-income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines)., Methods: After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs)., Results: Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers., Conclusions: Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing., (© 2023 Association for Child and Adolescent Mental Health.)