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"Phenomenology and Pedagogy in Physical Education" by Oyvind Standal is a book that addresses the lack of studies on phenomenology and pedagogy in the context of physical education in schools. The book consists of 10 chapters that cover topics such as the role of practical knowledge in physical education, the teacher's role in the skills model, and the ethical dimensions of physical education. Standal argues that phenomenology can contribute to physical education by promoting critical movement literacy and accommodating marginalized groups. The book is intended for sports and education academics and provides a new perspective on understanding physical education. However, the discussion could benefit from more real-life examples. [Extracted from the article]

Researchers studying educational leadership theory tend to examine positive leadership behaviors and their outcomes far more frequently than their opposite. Such a lopsided approach, while admirable in its intent, has undermined efforts to identify and excise the continuation of poor leadership attributes currently extant. This study aims to address the latter issue by investigating how, and under what conditions, a school principal’s self-centered leadership style contributes to the proliferation of teacher emotional exhaustion amongst school faculty. Data collected from 855 teachers in 72 Kuwaiti public schools were analyzed via regression analysis and bootstrapping tests to evaluate a moderated mediation model of self-centered leadership effects on teacher emotional exhaustion; teacher diffident silence acted as the mediator, while teacher ambivalent identification served as the moderator. The results showed that diffident silence partially mediates the relationship between self-centered leadership and teacher emotional exhaustion. Additionally, ambivalent identification mitigates the positive relationship between self-centered leadership and diffident silence as well as the indirect effects of self-centered leadership on teacher emotional exhaustion via diffident silence. Our discussion highlights the benefits of understanding the roles of diffident silence and ambivalent identification in the relationship between self-centered leadership and teacher emotional exhaustion, and offers recommendations for improving school leadership practices. [ABSTRACT FROM AUTHOR]

The article discusses the concept of epistemic corruption and its relationship to non-ideal epistemology, focusing on the development and persistence of epistemic vices. It explores how social and environmental factors can influence the acquisition and reinforcement of epistemic vices, such as arrogance and closed-mindedness. The author suggests that understanding epistemic corruption is crucial for connecting character epistemology and social epistemology, highlighting the complexity of individual responsibility for epistemic vices. The article emphasizes the need for nuanced explanations of the origins and dynamics of epistemic vices in diverse social contexts, offering insights into the challenges of maintaining epistemic virtue in a corrupting world. [Extracted from the article]

Objective: To evaluate the effectiveness of a vaccination education module to improve vaccine expectations and behaviors among college freshmen. Participants: The participants were 177 college freshmen at one private Utah university. Participants were eligible for this study if admitted as new freshmen during the 2019–2020 school year. Methods: The study was a cross-sectional pre- and post-education evaluation assessing vaccine expectations and behaviors using Likert-type and open-ended questions. Results: After completing the vaccination education module, participants' vaccine expectations and behavioral intentions improved. Participants reported they were more likely to be up-to-date on personal vaccines and more likely to expect other students to be up-to-date on their vaccinations. Participants were more likely to ask other students to vaccinate and were also more likely to ask their family members to be vaccinated. Conclusions: This online vaccination education module effectively improved participants' vaccine expectations and behavioral intentions. [ABSTRACT FROM AUTHOR]

In this article, I think with trains to reflect about education, its rhythms, trajectories, and the possibilities that "attentive looking through windows" can afford us in moving toward just futures. Using two of Alfonsina Storni's poems, the yellow train of Cien años de soledad as well as educational philosophy, I argue that trains can shape a way of thinking that serves standardizing purposes; which do not allow us to see the afflictions of the world. At the same time, trains can be a space in which fugitive time practices can be encouraged. By using Simone Weil's notions of attention, I argue that a practice of attention is needed to attend to world afflictions, advance an ethics of the Other, and bring those afflictions to responsive collective spaces. In this line of thinking, trains that both pull together collective discussion and provide windows to look through are necessary. As educators, an essential task is finding ways to pedagogically value the diversity of such "look-through windows" to find collective conversations that disrupt dominant timescapes and reassert humanity for educators and students through attentive practices as acts of love. [ABSTRACT FROM AUTHOR]

The Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed. [ABSTRACT FROM AUTHOR]

The present study evaluated the use of auditory scripts and script‐fading procedures to teach three children with autism to request additional instruction, select teaching materials, and solicit confirmation during discrete‐trial teaching. Scripts were placed on instructional materials to evoke initiations, and script fading strategies were used to transfer stimulus control to the materials used for each discrete‐trial activity. A multiple‐probe across‐activities design was used. Generalization of initiations was promoted by teaching to multiple exemplars, including common stimuli, and using naturally maintaining contingencies. The results showed that scripts and script‐fading procedures were effective in increasing the number of initiations made during discrete‐trial teaching, and generalization across activities, settings, and instructors. These procedures provide a way to increase the number of opportunities for initiations during discrete‐trial teaching in place of passively waiting between instructor‐initiated trials. [ABSTRACT FROM AUTHOR]

AbstractEducation was a compelling symbol in India’s struggle for independence representing as it did, empowerment, transformation, and liberation. India’s contemporary education system, influenced by neoliberalism has, however, largely focused on curricula, skills, literacy, and educational attainment, while overlooking the concepts of freedom or humanisation advocated by Indian educational philosophers. This article places pre-eminent philosopher of education, Gert Biesta, in conversation with Indian thinker, Jiddu Krishnamurti. The focus of this exchange is to consider, from the perspective of Biesta, the aims and conceptions of education, as proposed by Krishnamurti. Krishnamurti strongly emphasised the importance of a learner-centred approach that would cultivate critical thinking, enable learners to gain a deeper understanding of the integrated processes of life, and provide them an environment for realising their full human potential. The aim of Krishnamurti’s education philosophy was to empower the individual to be free, and capable of dealing with life as a whole, based on the conception of collaborative learning, self-awareness, moral virtues and the ability to live well. Though he acknowledges the importance of technique, curricula, and attainment, Biesta’s approach emphasises that students are not objects who need to be trained. Rather, their development as people with the discernment to know when to act and when to refrain from acting, is a critical function of education. Through its examination of the perspectives of Krishnamurti, from the contemporary standpoint of Biesta’s articulation of the purposes of education, this article argues for the relevance of Krishnamurti’s educational philosophy in India’s current educational realities. [ABSTRACT FROM AUTHOR]

Digital technology creates new opportunities to design multisensory learning experiences. Evidence suggests that digital innovation can greatly benefit health education, including nutrition programs. The COVID-19 pandemic disrupted the education sector, forcing schools to modify standard practices from exclusively in-person delivery to online or blended learning. Digitalized curriculums became particularly useful as an Emergency Remote Teaching tool. This article focuses on developing and implementing a multimedia, multisensory, and scalable Hip-Hop Healthy Eating and Living in Schools (H.E.A.L.S.) Nutrition–Math Curriculum (NMC). NMC comprises 20 lessons—music-based multimedia resources used in the classroom or at home. Fourteen lessons represent self-directed online modules (asynchronous learning) hosted on a Learning Management System (LMS) called "Gooru." The remaining six lessons are teacher-facilitated (in person or using Zoom) review sessions (synchronous learning). The article discusses (1) the development of NMC through the lens of the Multisensory Multilevel Health Education Model (MMHEM), (2) the high acceptability of NMC evaluated using a mixed-methods design among minoritized fifth-grade students attending an after-school program, and (3) the students' completion and mastery rates of the NMC modules based on LMS data. Multimedia nutrition education programs integrated with common core curriculum content, such as NMC, may be a promising avenue for disseminating health education to minoritized children living in New York City and similar high fast-food density cities. [ABSTRACT FROM AUTHOR]

Co-creation is the active involvement of all stakeholders, including students, in educational design processes to improve the quality of education by embodying inclusivity, transparency and empowerment. Virtual co-creation has the potential to expand the utility of co-creation as an inclusive approach by overcoming challenges regarding the practicality and availability of stakeholders, typically experienced in face-to-face co-creation. Drawing from the literature and our experiences of virtual co-creation activities in different educational contexts, this twelve tips paper provides guidelines on how to effectively operationalize co-creation in a virtual setting. Our proposed three-phased approach (preparation, conduction, follow-up) might help those aiming to virtually co-create courses and programs by involving stakeholders beyond institutes and across borders. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to investigate the hypothesis that following a breast cancer patient for a day would enhance empathy in medical students. Materials and methods: This was a theory-testing case study of 4th year medical students completing a one week clinical attachment in breast disease in a UK University teaching hospital, in which half were assigned to an intervention of 'Follow a Patient' for a day, and the other half were controls. Reflective writing produced by the students at the end of the week was analysed using grounded theory and thematic analysis. The results were then unblinded to explore possible differences between the two groups of students. Results: Thematic analysis of 52 student reflections identified 14 open codes which grouped into five global themes, one of which was 'Demonstrates Empathy'. A total of 20 students demonstrated empathy in their writing, 15/27 from the study group and 5/25 from the control group, a difference that was significantly different p <.01. Conclusions: This 'Follow a Patient' strategy is a useful model to include within an undergraduate curriculum to enhance medical student empathy. [ABSTRACT FROM AUTHOR]

Background: Play can help paediatric patients cope with hospitalisation. Education on the use of play for healthcare professionals (HCPs) is lacking, with playful interactions often occurring unsystematically without formal training. This scoping review systematically describe the frameworks, design, and evaluation methods of educational programmes for HCPs on the use of play in paediatric clinical practice. Methods: We conducted the scoping review by searching nine databases for white literature and websites for grey literature. Two reviewers independently screened titles/abstracts and reviewed full texts. Kirkpatrick's evaluation model was applied to report the evaluation methods of educational programmes. Results: After identifying 16534 white and 955 grey items we included twenty articles but no grey literature. The educational programmes vaguely defined play for procedural and normalising purposes and mostly targeted mono-professional groups, mainly nurses. The evaluation methods identified in the articles were reported in accordance with Kirkpatrick levels 1: reaction (n = 13); 2a: attitude (n = 7); 2b: knowledge (n = 3); 3: behaviour (n = 6); 4a: organisational practice (n = 1) and 4b: patient outcomes (n = 4). Conclusion: The few educational programmes available on the use of play for HCPs are not uniformly described. Future educational programmes would benefit from integrating the needs of HCPs, patients and parents, and using a theoretical framework and systematic evaluation. [ABSTRACT FROM AUTHOR]

Background: While professional curiosity is a key attribute in nursing education and clinical practice, this is a complex and ambiguous concept in nursing and there has been limited research to explore its dimensions. Therefore, there is caution in the implementation and open discussion of this concept. Objective: The purpose of this article is to analyze the concept of professional curiosity in nursing. Design: The concept analysis approach developed by Walker and Avant was used to guide this manuscript. Data Sources: A comprehensive review of the literature on professional curiosity in nursing was conducted using the electronic databases Web of Science, Scopus, Ovid, Science Direct, Google Scholar, and PubMed without a time limit until 2023. The search terms included curiosity, professional curiosity, and nursing. Results: The antecedents, attributes, and consequences of professional curiosity were identified from 17 articles. Based on the analysis of the included articles, professional curiosity in nursing refers to nurses' interest and enthusiasm for continuous exploration and learning, research and in‐depth investigation in the field of nursing knowledge, and patients' experiences. The determining attributes include questioning and ongoing exploration, doubting present information, enthusiasm for discovering and learning, motivation for better understanding, creativity, professional relationships, and empathy. Conclusion: This concept analysis helps nurses to understand the concept of professional curiosity correctly and to understand that having professional curiosity does not cross professional boundaries but is vital for increasing the quality of patient care, and this has a significant impact on their professional growth and development. [ABSTRACT FROM AUTHOR]

The Body Project (BP) intervention for body image issues is supported by extensive efficacy and effectiveness research, most of which has been conducted in the United States. The BP uses cognitive dissonance to help participants critique the ideal appearance through written, verbal, and behavioral exercises. This reduces the internalization of the appearance ideal, which in turn decreases body dissatisfaction symptoms and, in some individuals, the onset of eating disorders. To broadly implement this program in Mexico and Latin America, Comenzar de Nuevo (CdN), a non-profit organization for eating disorder treatment, partnered with the Body Project Collaborative in 2014. Together, they created a training and implementation infrastructure. This paper explores the adaptation of BP and its implementation in Mexico and Latin America. We used sustainable business, marketing, and educational models to fulfill CdN's mission to reduce eating disorder risk factors, including weight stigma, in the Latin American region. By integrating strategies to combat weight stigma within our program delivery, we strive to contribute to a more inclusive and supportive environment. We trained master trainers, regular trainers, and/or group facilitators from Argentina, Bolivia, Colombia, Costa Rica, Chile, Dominican Republic, El Salvador, Guatemala, Mexico, Panama, and Spain; and implemented the BP in 15 public schools supported by sponsorship programs. This paper provides crucial lessons learned, future directions, and implications for dissemination and implementation efforts in this region of the world. [ABSTRACT FROM AUTHOR]

Background and Introduction: Pain is a subjective phenomenon, that is often misunderstood and invalidated. Despite recent advances in health professional training, it remains unclear how students should be taught about the subjectivity of pain. This study explored how a novel teaching activity that integrated physiotherapy students' first-hand experiences with laboratory-induced pain could address this gap. Objective: The study aimed to explore the experiences and perceptions of physiotherapy students in relation to a workshop where physiotherapy students experienced laboratory induced pain. Methods: We used a descriptive qualitative research design. Eighteen students participated in interviews. Transcripts were analyzed using an inductive conventional content analysis. Results: We identified four overarching themes: 1) First-hand pain experiences facilitated engagement in learning; 2) Reflecting on these personal and peer pain experiences helped students make sense of pain; 3) The learning activity helped students understand the inherent subjectivity and complexity of pain; and 4) Students saw benefits for clinical practice. Conclusion: Integrating first-hand pain experiences within entry-level physiotherapy training appears to have novel value in helping students understand pain subjectivity. Future research should use robust and controlled designs to explore how this novel approach can be used to facilitate further understanding and empathy within clinical interactions with people living with pain. [ABSTRACT FROM AUTHOR]

Artificial intelligence emerges as a transformative force, offering novel solutions to enhance medical education and mentorship in the specialty of physical medicine and rehabilitation. Artificial intelligence is a transformative technology that is being adopted in nearly every industry. In medicine, the use of artificial intelligence in medical education is growing. Artificial intelligence may also assist with some of the challenges of mentorship, including the limited availability of experienced mentors, and the logistical difficulties of time and geography are some constraints of traditional mentorship. In this commentary, we discuss various models of artificial intelligence in medical education and mentoring, including expert systems, conversational agents, and hybrid models. These models enable tailored guidance, broaden outreach within the physical medicine and rehabilitation community, and support continuous learning and development. Balancing artificial intelligence’s technical advantages with the essential human elements while addressing ethical considerations, artificial intelligence integration into medical education and mentorship presents a paradigm shift toward a more accessible, responsive, and enriched experience in rehabilitation medicine. [ABSTRACT FROM AUTHOR]

"Those who can't do, teach." This adage is common, perhaps because the general public does not fully understand what teachers do. Here, we describe our findings from a collaborative project, GIFT (Graduate Identity Formation through Teaching), in which STEM graduate students (GSs) taught science content to teacher candidates (TCs) and received a semester-long introduction to lesson planning and general instructional theories. GIFT was not originally intended to impact public perceptions of science teaching and science education nor was its purpose to cultivate future educators amongst the STEM GSs. Despite this, the data indicate that STEM GSs were impacted by this partnership and indeed thought about K-12 teaching more deeply after participating in GIFT. The results of this study indicate that purposeful interventions involving GSs (and perhaps undergraduate students) engaging in teaching may prove to be an impactful experience for those students and vital to the public support of science education. [ABSTRACT FROM AUTHOR]

A distinct education has become a heretical right for urban elites despite educational equality is an official agenda. This has not only widened the gaps between urban and rural counterparts but also developed discriminations amongst different classes of student within the urban schools. To validate this tenet, the facilities offered by various schools were compared. Yet, whether a particular secondary education program has become an exclusive right essentially for urban elites to deprive others; is not widely explored—an investigation of this study. Educational background and some selective socioeconomic status (SES) of 925,617 students; completed their secondary school certificate from 3,315 schools were collected to make comparison through descriptive analysis of secondary data. Findings note that secondary science education has become a popular program amongst the urban elites. Subsequently, they also perform well in the public examination. Furthermore, discussions suggest that science being an international education demands both formal and informal higher budgets. Hence, a greater success of urban elites in secondary science provision helps them to succeed successively in procuring higher education and thereby in job-market. Thus, a policy intervention is required to ensure an effective implementation of educational equity concept. [ABSTRACT FROM AUTHOR]

In the 1960s, Fred Rogers created Mr. Rogers' Neighborhood (MRN), a television shows for children. Although Rogers may not have been aware that his series carried the potential for a public health model, such an observation becomes apparent in contemporary terms. This transdisciplinary narrative explores MRN through the lens of holistic "health & wellness." Several themes come in perspective as they relate to health as defined by the World Health Organization for present and future communities. Targeting a young population, Rogers focuses on emotional nurturing and health with safety for all and within a happy and healthy community--themes that are the core of public health. Through the "health & wellness" lens, the footprints for a child's behavioral and social model are evident; a model particularly relevant to present and future generations with emotional growth, health, and community spirit as essential. In MRN, children are learning through the visual and audio arts, self-esteem, caring, and positive behaviors for personal and social health. Through this lens, besides the footprints to an educational model, another evidence manifests itself, which is the timeless impact of the content of Rogers' life lessons that are constantly adjusting to the next audience of this age group by updating its format in parallel with an advancing technology, which supports the validity of MRN' potential for a holistic public health model toward complete physical, mental, spiritual, and social well-being, and as previously proposed by the World Health Organization. [ABSTRACT FROM AUTHOR]

Purpose: A recent United Nations (2021) report stated that education needs to be concerned with enhancing human relationships with the natural world if we are to work toward building a sustainable future. This paper proposes that educational practices underpinned by an ecological orientation in mid-century Aotearoa offer insights for educators looking to enhance human connection with nature. It also argues that ecological thinking has implications for how research in the history of education might be carried out. Design/methodology/approach: The article responds to recent calls in history of education for researchers to attend to the intertwined ecologies of living and material worlds in research approaches by Maria Tamboukou (2020) and Karin Priem (2022). It conducts a close analysis of a 1952 nature diary, encountered in the national archive, written by a 9-year-old pupil on the West Coast of the South Island. The analysis attends to the human–nature interactions the diary records, and to the resonance of the text in the context of post-war curriculum changes. Findings: Post-war nature study in Aotearoa New Zealand built on an aim to nurture children's connections with nature and to place. Analysis of an entry from the 1952 nature diary highlights these connections and demonstrates the possibilities for a reframing of human–nature relationships that emerge with an ecological orientation in education. These findings speak to urgent contemporary concerns with environmental sustainability and human–nature relationships. Originality/value: The paper draws on educational philosophy and theory (Fesmire, 2012; Nicol, 2014) alongside recent conversations in the history of education (Priem, 2022; Grosvenor and Priem, 2022; Tamboukou, 2020) to consider human–nature relationality at the heart of ecological thought. It outlines an approach to archival research that is ecologically oriented, generating openness and receptivity to the material world. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine how an educational intervention, using the lens of the LEADS framework, can influence the development of primary care doctors' leadership skills in Aceh, Indonesia. In order to persevere in the face of inadequate resources and infrastructure, particularly in rural and remote settings of low- and middle‐income countries, physicians require strong leadership skills. However, there is a lack of information on leadership development in these settings. Design/methodology/approach: This study applied an educational intervention consisting of a two-day workshop. The authors evaluated the impact of the workshop on participants' knowledge and skill by combining quantitative pre- and post-intervention questionnaires (based on Levels 1 and 2 of Kirkpatrick's model) with qualitative post-intervention in-depth interviews, using a phenomenological approach and thematic analysis. Findings: The workshop yielded positive results, as evidenced by participants' increased confidence to apply and use the information and skills acquired during the workshop. Critical success factors were as follows: participants were curiosity-driven; the use of multiple learning methodologies that attracted participants; and the use of authentic scenarios as a critical feature of the program. Originality/value: The intervention may offer a preliminary model for improving physician leadership skills in rural and remote settings by incorporating multiple teaching approaches and considering local cultural norms. [ABSTRACT FROM AUTHOR]

The article discusses the embodiment and inspiration of Chinese philosophy of life in traditional music education. It highlights the connection between music, philosophy, and social harmony in ancient Chinese culture, particularly focusing on Confucian beliefs. The article also touches on the role of gender in music education, historical narratives in music development, and the influence of Western music on Chinese traditions. Additionally, it explores how music education reflects and transmits social values, emphasizing the importance of understanding cultural contexts in music education. [Extracted from the article]

The article "Development of Marxist philosophical thoughts on music education" by Wu and Zhu explores the application of Marxist philosophy in analyzing music education in China. The authors emphasize the social function of music education and propose strategies to enhance its development. They highlight the importance of integrating Marxist philosophy into music education to foster correct values and promote social equity. Additionally, the article addresses challenges in music education, such as regional disparities and outdated teaching methods, suggesting solutions rooted in Marxist principles. [Extracted from the article]

This article critiques the concept of music education from a philosophical perspective, exploring the role of music education in societal and psychological frameworks. It discusses the interdependence between music education philosophy and philosophy itself, advocating for the integration of diverse musical traditions and styles. The author emphasizes the need for a continuous evolution of music curriculum to keep pace with technological advancements and proposes a multidimensional educational model that blends traditional aesthetic education with modern school systems. The article highlights the importance of incorporating philosophical concepts from both Eastern and Western traditions in modern music education to enhance students' aesthetic abilities. [Extracted from the article]

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

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

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

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

This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students' knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students' knowledge about learning, and students' metacognition. It consisted of seven modules describing the different SRL promotion types and SRL capabilities and ways to promote them through teacher talk and action. Modules included written information and video examples taken from observations of real classrooms, which were used to illustrate the transfer of SRL theory to instructional practice. Each module concluded with several assessment items. During the Program the participants, 91 teacher education students, were asked to use a simplified scoring system based on the SRL-TPF to code lesson transcripts taken from classroom observations. The results showed that by the end of the program over 85% of the participants were able to provide teacher instructions that included explicit SRL promotion and/or promoted students' SRL knowledge. Our study contributes to research findings on teacher education students' knowledge of SRL, their promotion of SRL to students, and the contribution of short duration SRL professional development. [ABSTRACT FROM AUTHOR]

The aim of this theoretically oriented article is to promote the educational role and purpose of academic development in higher education by suggesting a holistic framework and theoretical articulation for university pedagogy. By discussing links between university pedagogy, academic development, and broader views of university education, our framework clarifies the concept of university pedagogy in the Nordic countries. The framework encompasses four themes: (1) the relationship between educational theory and pedagogical practice; (2) the interplay between knowledge and the curriculum; (3) the university as an organization and social institution; and (4) the agency in and of academic communities. We argue that university pedagogy operating within this framework has the potential to strengthen the scholarly foundations of the development of university education. The framework can enhance critical public discourse on the purpose of university education. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the challenges faced and the strategies employed by Filipino educators in teaching English expository writing based on their lived experiences. Participants who were enrolled in the program Doctor of Philosophy in Education, major in English during the School Year 2022-2023 in a private university in the Philippines were selected through convenience sampling method. Labov's thematic analysis approach was utilized as the framework for narrative analysis. Based on the findings of this research, the participants normally experience the challenges of cultural diversity, writing proficiency, time constraints, resource limitations, diverse learning styles, and student engagement. In order to navigate such challenges, however, the participants employ various strategies. For cultural diversity, the participants resort to the enhancement of a culturally inclusive content, respectful feedback, and peer collaboration. In terms of writing proficiency, the participants utilize the strategies of differentiation, skill building, and individualized support. To address time constraints, the courses of action of educators are prioritizing key concepts, chunking and sequencing, and structured lesson plans. In coping with resource limitations, the teachers of English expository writing utilize adaptable materials, minimalist approaches, and collaborative learning in their teaching methods. As regards diversity in students' learning styles, the teachers adapt multimodal instruction, student choice, and universal design. Lastly, the lack of student engagement is being addressed through interactive activities, real-world relevance, and gamification. A researcher-designed comprehensive training and development plan was recommended to further improve the educators' skills in teaching expository writing. This training and development model is envisioned to provide opportunities for teachers to upskill their pedagogies and better improve their teaching effectiveness. To verify the validity of the results, it is strongly recommended that a larger-scale variant of this study be conducted. [ABSTRACT FROM AUTHOR]

As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis‐à‐vis simultaneous feedback from active sources—AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational settings. The research objective of this paper is to identify the challenges and opportunities when AI intertwines with instruction and examine how this hybrid teaching intelligence is being perceived by the students. The insights of this paper are extracted by analysing a case study that utilizes an AI‐driven system (MOVES‐NL) in the context of learning integer arithmetic. MOVES‐NL is an advanced interactive tool that deploys whole‐body movement and immediate formative feedback in a room‐scale environment designed to enhance students' learning of integer arithmetic. In this paper, we present an in‐situ study where 29 students in grades 6–8 interacted individually with MOVES‐NL for approximately 1 hour each with the support of a facilitator/instructor. Mixed‐methods analyses of multimodal data sources enabled a systematic multifaceted account of students' cognitive–affective experiences as they engaged with MOVES‐NL while receiving human support (eg, by asking students to elaborate on their digital actions/decisions). Finally, we propose design insights for instructional and technology design in support of student hybrid learning. The findings of this research contribute to the ongoing discourse on the role of hybrid intelligence in supporting education by offering practical insights and recommendations for educators and designers seeking to optimize the integration of technology in classrooms. Practitioner notes What is already known about this topic Students and teachers develop different relations with and through AI, beyond just interacting with it. AI can support and augment the teachers' capabilities. Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices. What this paper adds This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments. The results show that the system and the facilitator's feedback were complementary to the success of the learning experience. AI‐enabled students to reflect upon and test their previous knowledge and guided teachers to work with students to consolidate challenging topics. Findings provide insights into how the teacher–AI collaboration could engage and motivate students to reflect conceptually upon mathematical rules. Implications for practice and/or policy This study encourages practitioners and scholars to consider hybrid teaching intelligence when designing student‐centred AI learning tools, focusing on supporting the development of effective teacher–AI collaborative technologies. What is already known about this topic Students and teachers develop different relations with and through AI, beyond just interacting with it. AI can support and augment the teachers' capabilities. Hybrid intelligence (HI) has already demonstrated promising potential to advance current educational theories and practices. What this paper adds This research identifies the important learning opportunities and adversities emerging when AI intertwines with instruction and examines how learners perceive those moments. The results show that the system and the facilitator's feedback were complementary to the success of the learning experience. AI‐enabled students to reflect upon and test their previous knowledge and guided teachers to work with students to consolidate challenging topics. Findings provide insights into how the teacher–AI collaboration could engage and motivate students to reflect conceptually upon mathematical rules. Implications for practice and/or policy This study encourages practitioners and scholars to consider hybrid teaching intelligence when designing student‐centred AI learning tools, focusing on supporting the development of effective teacher–AI collaborative technologies. [ABSTRACT FROM AUTHOR]

The interconnectedness of African philosophical principles of Ubuntu with generative artificial intelligence may provide an inclusive approach to distance higher education. This fusion may improve and provide customised learning, access quality education, collaboration, inclusivity, strengthens lecturer support and development, and a culturally relevant experience that acknowledges the communal interests of all stakeholders. Generative artificial intelligence promotes epistemological access for all students irrespective of their diverse social, financial, and linguistic backgrounds and redefines higher education experiences and practices while the principles of Ubuntu prioritise the well-being of stakeholders. The objective of this conceptual article was to explore the interconnectedness between Ubuntu principles and generative artificial intelligence perspectives in distance higher education institutions to reimagine methods of teaching and learning. This article is grounded in the theory of the Ubuntu principles and advocates for a paradigm shift in higher education practices. It contends that integrating African philosophical principles into the implementation of generative artificial intelligence's learning provides a more inclusive and culturally relevant approach to education. The notable highlights confirm that Ubuntu principles dismantle oppressive systems, restore self-determination for all students and promote change and reconciliation through the use of generative artificial intelligence. This approach can be applied to distance higher education institutions to create inclusive learning experiences that gives precedence to a sense of belonging, mutual support, and ethical considerations. [ABSTRACT FROM AUTHOR]

Ivan Illich’s Deschooling Society presented a radical critique of formal educational structures, emphasising their potential detriment to the fundamental ‘right to learn’, and the theory of Deschooling Society turned out to be his profound introduction to world academia. This paper examined the applicability of Illich’s educational ideas to Open and Distance Learning. A critical examination assessed the feasibility of Illich’s proposed alternatives, particularly learning webs, aimed at enhancing educational openness and flexibility. Without disregarding the pervasive dominant educational system, the paper asserts the enduring significance of Illich’s educational theory, affirming its relevance in the context of Open and Distance Learning. It advocates for the continued integration of his ideas into contemporary educational discourse. [ABSTRACT FROM AUTHOR]

Introduction: The International Classification of Functioning, Disability, and Health (ICF) has been widely adopted in academic health profession education and is part of bachelor curricula since its introduction by the WHO in 2001. In this context, interprofessional exchange among health professionals from a biopsychosocial perspective has become increasingly important and is now a key part of bachelor's program curricula to learn with, about, and from each other regarding students' curiosity about interprofessional collaboration (IPC). This pilot study describes initial teaching experiences within an interprofessional elective module for health professions focused on patientcenteredness. It uses the ICF model to exemplify interprofessional exchange based on real patient experiences from the "DIPEx" database, which stands for "Database of Individual Patients' Experiences." Methods: Bachelor students from four healthcare professions learned in small interprofessional groups and selected case-related content from excerpts of real patient narratives from qualitative interviews in the DIPEx database. In a peer-to-peer process, students structured, analyzed, and reflected on selected patient experiences and presented their findings using the ICF model. Outcome: Develop a shared understanding of the case from a biopsychosocial perspective using the ICF model to communicate and reflect on patientcenteredness in interprofessional groups for a common care strategy rooted in patient-centeredness. Conclusion: This study illustrates how the shared analysis of a patient's experience of illness can lead to different perspectives on professional concepts for practice. The ICF model serves as a guiding structure and analysis tool. The core of the IPC, patient-centeredness, becomes the focus of the collaborative actions of the health professions. [ABSTRACT FROM AUTHOR]

Background/Objectives: The importance of family carer dementia education is highlighted in research, practice guidance, and policy. Less attention is paid to how facilitators learn and prepare for their role. This research aimed to explore and describe facilitator learning experiences within a bespoke Scottish Carers' Academy designed around a theory-guided approach called Care Empathia. A healthcare and university partnership ensured integration with services and the fusion of dementia higher education know-how with clinical practice expertise. Methods: Nineteen facilitator questionnaires were completed from two Carer Academy hubs; thirteen participated in online focus groups. Results: The questionnaire findings highlighted the learning gained from being a facilitator, observing expert facilitators in action, and listening to the testimonies of family carers. The framework analysis of the focus group data identified six themes, including safe learning approaches, the art of facilitation, emotional work, team learning, and leadership. These findings highlight the importance of facilitator preparation and the advantages of co-delivery models that combine clinical and practice education expertise. Conclusion: Facilitators need to understand how to walk the talk of theory-guided educational models, be open to reciprocity in learning, and be prepared for the emotional work of delivering trauma-informed practical dementia care education to family carers. [ABSTRACT FROM AUTHOR]

Background: Many parturients have poor self-care ability, strong dependence on others, and lack mother-infant related nursing skills and health care knowledge. Due to their lack of pregnancy experience, many primiparas lack the relevant skills and knowledge, which can affect maternal and infant health and maternal quality of life. Purpose: The study aimed to investigate the effects of the PRECEDE-PROCEDE model on self-care ability and quality of life among primipara during puerperium. Methods: This quasi-clinical study selected eligible primaparas from those who gave birth at a Grade A hospital in Hengyang, China between April and July 2019. Eighty puerperium primiparas were divided into a control group receiving standard care and an intervention group following the PRECEDE-PROCEDE model. Comparison of self-care ability and quality of life scores was conducted between the two groups pre-intervention, at 3 weeks, and at 6 weeks postpartum. Statistical analysis using SPSS 18.0 included mean and standard deviation for measurement data, and frequency and constituent ratio for counting data. Tests such as t-test, Chi-squared test, rank-sum test, and repeated measure analysis of variance were applied. Findings: The control group's self-care ability scores were (150.8 ± 9.9), (150.9 ± 9.3), and (152.0 ± 10.2) before intervention, at 3 weeks postpartum, and at 6 weeks postpartum, respectively. For the intervention group, the corresponding scores were (151.1 ± 15.1), (157.8 ± 8.5), and (162.4 ± 7.2). Quality of life scores for the control group were (54.7 ± 8.6), (54.8 ± 7.7), and (55.1 ± 7.7) before intervention, at 3 weeks postpartum, and at 6 weeks postpartum, respectively. At the same time points, while the intervention group saw increases from (55.6 ± 7.6) to (59.2 ± 5.9) and (61.0 ± 5.3). There were statistically significant differences in the time effect and inter-group effect of the total score of self-care ability during puerperium, total score of quality of life, and the score of each dimension between the two groups (P < 0.05), and we also found an interaction effect between grouping and time factors (P < 0.05). After intervention, the incidence of common puerperium health problems except neonatal constipation and diarrhea in the intervention group was lower than that in the control group (P < 0.05). Conclusion: PRECEDE-PROCEDE model may improve self-care ability, reduce the occurrence of common health problems, and improve the quality of life of primiparas during puerperium. [ABSTRACT FROM AUTHOR]

AbstractThis paper presents a conceptual framework drawn from philosophies of education underpinned by an Islamic worldview. The framework offers an interconnecting network of Islamic educational concepts that can be used by contemporary educators in Muslim contexts think through how they might reconstruct preK-12 education in a more authentic and culturally coherent manner for their communities. This work of reconstruction and renewal is needed to decolonise schooling in Muslim contexts and offers scope for intercultural pedagogical discourse amongst philosophers of education. [ABSTRACT FROM AUTHOR]

Background: Medical education related to bone fracture must address numerous challenges including complex anatomical characteristics, diverse injury mechanisms, fracture typing, and treatment modalities. Our newly developed 3D printed model comprises components that may be combined or split to simulate various anatomical features, fracture types, and treatment modalities. This study aims to analyze the teaching utility of the new 3D-printed model compared with the traditional solid model. Methods: This prospective study included 112 students randomly assigned to fracture-related education with a conventional model or the newly developed 3D-printed model. All students received 40 min of lecture, 20 min for femoral neck and 20 min for tibiofibular fractures, and a post-class quiz (10 min each) immediately followed. Scores on tests of fracture-related knowledge and user satisfaction were measured pre and post education for comparison. Results: The 3D printing group had an advantage in retention of anatomic knowledge, fracture typing and choice of treatment for the femoral neck fracture (P < 0.05). For the tibiofibular fracture the 3D printing group had an advantage in retention of anatomic knowledge and fracture complications (P < 0.05).Scores on the questionnaire survey also showed increased satisfaction in the 3D-printed model group(P < 0.05). Conclusions: The proposed 3D-printed model can enhance the teaching effect significantly and has potential for widespread use in medical student education. [ABSTRACT FROM AUTHOR]

Since 1983, the Instructional Theory Framework (ITF) (and its subsequent improvements) has guided instructional designers and researchers in designing and developing useful learner experiences (LX). For the past 40 years, the ITF was laser-focused on the selection of instructional methods, downplaying delivery methods (media) and management methods. The instructional design field continues to produce immature and confounded research-to-prove studies that do not provide guidance that is useful to practitioners. For more useful guidance, we suggest that researchers should embrace research-to-improve for studying immature methods and media, and research-to-prove for studying mature methods and media. In this paper, we discuss problems associated with proving versus improving, situational deficiencies, and confounding; we present a new version of the ITF that embraces media; and we then answer four key questions about (1) kinds of media knowledge, (2) forms of media knowledge, (3) research methods that deliver the knowledge, and (4) suggestions for editors and reviewers to embrace new media knowledge. [ABSTRACT FROM AUTHOR]

A growing proportion of the global population engages in alternative sexual behaviors and relationships, which are commonly grouped and known as kink or BDSM (bondage-discipline, dominance-submission, sadism-masochism). Mainstream stigma and provider pathologizing of these behaviors and relationships may make kink-involved populations reticent to seek health care treatment. Moreover, some kink activities appear to expose kink-involved people to higher risks for HIV infection. To date, no studies have explored HIV risk prevention interventions for kink-involved people. The proposed study seeks to address the absence by describing a study designed to address HIV risk prevention with PrEP for this understudied and neglected population by testing an educational-entertainment intervention designed to focus on kink specifically. Using a repeated-measures randomized experimental methodology, this study proposes to include data collection and exposure to intervention materials at 3-month intervals over 12 months. [ABSTRACT FROM AUTHOR]

Introduction: The Chronic Care Model (CCM), the Expanded Chronic Care Model (ECCM) and the eHealth Enhanced Chronic Care Model (eCCM) focus on how healthcare teams and eHealth support can offer effective care and relevant solutions for patients facing chronic care conditions. However, they do not consider how patients can help these teams in their work, nor do they promote ways in which patients can help themselves. However, in the last decade, three different models have emerged that can complete our capacity to design and deliver integrated care for people with chronic diseases. In this article, we propose a revised version of the model that integrates the patient perspective and patients' experience‐based knowledge. It integrates three different ways of engaging patients that complement the other patient engagement point of view: the experience of care and mediation in healthcare, therapeutic patient education and patient learning pathways, as well as patient–professional partnership. Methodology: For each of the three models, we conducted a review of the literature using CINAHL, Medline, OVID, EMBASE PsychINFO, Science Direct and government reports on patient engagement and partnership with their healthcare providers, to integrate the different components of these models into the ECCM and eCCM. The goal is to create a model that better takes into account the experiential knowledge of patients and citizens throughout its different dimensions. Results: We identified 129 papers based on their framework, design, sample, measures and fit with patient engagement and chronic illness and added our own research when relevant. Integrating the three models provides an opportunity to amplify the role played by the patient perspective in the management of chronic disease. The Expanded Chronic Care Patient–Professional Partnership Model (E2C3PM) is intended to rebalance power relations between healthcare professionals and patients (and their caregivers). This new model is based on recognizing patients' experiential knowledge and their roles as caregivers and as full members of the care team. Integrating patient empowerment into the E2C3PM underscores the importance of coproduction care with patients at the clinical, organizational and system levels within a supportive environment. Conclusion: Applying this new model should make it possible to better take into account the complexity of chronic diseases, improving the integration not only of care, services and eHealth support but also the various determinants of health and reaching a mutually beneficial settlement among all actors involved. Patient or Public Contribution: A patient‐researcher contributed to the development of the protocol, the data collection and the preparation and writing of this manuscript. [ABSTRACT FROM AUTHOR]

The essay draws on Michel Serres' writings on education in order to derive from them a general theory. Though the polyglot philosopher never presented his philosophy of education as a formal system, it was a lifelong concern that he addressed from the perspectives of mathematics and physics; literature and myth; art and aesthetics; justice and the law. Ever elusive in his prose style, Serres was a magnetic and infectious educator who, ironically, and perhaps understandably, did not gain the sort of following enjoyed by other French philosophers with whom he cuts such a contrast. The essay assesses the Serresian pedagogy in three key areas: the mutual translatability of the pedagogies of the humanities and arts versus those of the social and hard sciences; the urgent need for an environmental ethics of education; and the permeation of effective instruction by aesthetics. [ABSTRACT FROM AUTHOR]

Background: The Age‐Friendly Health Systems model, encompassing four key elements (4Ms)—What Matters, Medication, Mentation, Mobility—is integral to delivering high‐quality care to older adult patients. In May 2020, the MinuteClinic at CVS implemented the 4Ms model in all 1100+ store locations nationwide. To prepare healthcare providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology principles that support the 4Ms model of care. Our goal was to evaluate the effectiveness of these education modules on improving reliable 4Ms delivery during retail clinic visits. Methods: Educational modules were provided to nurse practitioners and physician associates to complete in a self‐directed manner. These included an orientation module with scenarios comparing usual care and 4Ms care, 12 monthly grand rounds focusing on 4Ms case studies, and 10 video vignettes on 4Ms integration. We examined the association between number of education modules completed with the average number of Ms delivered per visit (M‐Score) using descriptive statistics and a generalized linear mixed‐effects model. Results: Over 70% of 2783 providers completed at least one education module. Rates of 4Ms care delivery were 1.37 (1.36–1.39, p < 0.001) times higher among those that completed an orientation course compared to those that did not. Higher uptake of education exhibited a dose–response relationship with rate ratios between 1.77 (1.74–1.80, p < 0.001) for 1–2 modules beyond orientation, up to 2.94 (2.90–2.99, p < 0.001) for eight or more modules. Conclusions: The self‐directed learning environment (e.g., providers self‐select the number and type of courses) reflects real‐world variation in engagement. Despite this variation, significant improvements in 4Ms delivery were observed at any level of educational exposure, underscoring the value of prioritizing education time with quality improvement initiatives. [ABSTRACT FROM AUTHOR]

Background: Postoperative pancreatic fistula (POPF) is a critical complication of laparoscopic gastrectomy (LG). However, there are no widely recognized anatomical landmarks to prevent POPF during LG. This study aimed to identify anatomical landmarks related to POPF occurrence during LG for gastric cancer and to develop an artificial intelligence (AI) navigation system for indicating these landmarks. Methods: Dimpling lines (DLs)—depressions formed between the pancreas and surrounding organs—were defined as anatomical landmarks related to POPF. The DLs for the mesogastrium, intestine, and transverse mesocolon were named DMP, DIP, and DTP, respectively. We included 50 LG cases to develop the AI system (45/50 were used for training and 5/50 for adjusting the hyperparameters of the employed system). Regarding the validation of the AI system, DLs were assessed by an external evaluation committee using a Likert scale, and the pancreas was assessed using the Dice coefficient, with 10 prospectively registered cases. Results: Six expert surgeons confirmed the efficacy of DLs as anatomical landmarks related to POPF in LG. An AI system was developed using a semantic segmentation model that indicated DLs in real-time when this system was synchronized during surgery. Additionally, the distribution of scores for DMP was significantly higher than that of the other DLs (p < 0.001), indicating the relatively high accuracy of this landmark. In addition, the Dice coefficient of the pancreas was 0.70. Conclusions: The DLs may be used as anatomical landmarks related to POPF occurrence. The developed AI navigation system can help visualize the DLs in real-time during LG. [ABSTRACT FROM AUTHOR]

Aim: Length of stay (LOS) is an outcome measure and is assumed to be related to quality. The objective of this study is to examine the quality of birth care and risk factors associated with LOS after birth. Methods: A nationwide population‐based Turkish Demographic and Health Survey (TDHS) was used for the year 2018. A total of 1849 women ages 15–49 were included. Explanatory factor analysis and machine learning predictors such as Random Forest, Support Vector Machine, Neural Network, k‐Nearest Neighbor, and Naïve Bayes were used to identify the quality of birth care and risk factors associated with LOS after birth. Results: As a result of the explanatory factor analysis, factor structures of quality of birth care, antenatal check‐ups and supplements, and risk factors associated with birth were obtained using the Categorical Component Analysis method. The type of delivery, place of delivery, age, and type of place, which are under the quality of birth care, and risk factors associated with birth factors were found to be the variables that had the highest impact on LOS estimation. Random forest (Accuracy = 0.5789), support vector machine (radial) (Accuracy = 0.5766), and neural network (Accuracy = 0.5750) models outperformed, respectively. Conclusion: Type of delivery which is an indicator of quality of birth care is a strong predictor of LOS after birth according to the Random Forest model. We demonstrated that machine learning techniques offer precise LOS prediction after birth. Further studies assessing the effect of quality of birth care on predicting LOS at birth would be beneficial. [ABSTRACT FROM AUTHOR]

The proliferation of videos with educational purposes on social media offers unprecedented opportunities for informal learning in virtual space. Yet, research on learner engagement with educational videos in informal learning on social media has been scarce, despite its central role in learning. This study addresses this research gap. Specifically, we investigate how signalling mechanisms (signals and anchors) affect cognitive engagement. We sample YouTube educational videos and analyse the effects of signals and anchors on cognitive engagement on Reddit. Our analyses show that different signals and anchors affect cognitive engagement differently. Textual signals positively associate with cognitive engagement, while visual signals do not. Mathematical models are negatively related to cognitive engagement, and physical models are not correlated with cognitive engagement significantly. Our findings provide valuable empirical knowledge on cognitive engagement with educational videos on social media. This study enriches the understanding of signalling mechanisms and extends the literature on educational videos and multimedia learning. It is also beneficial for video designers and developers to optimise cognitive engagement with the appropriate use of signals and anchors and make online experiences more engaging. [ABSTRACT FROM AUTHOR]

Global environmental crises demand scaled-up investment in education about planetary health. We identified college and university programs in the United States that focus on the human-animal-ecosystem nexus by systematically searching the 2023–2024 catalogs of more than 1000 schools. We identified four frequently-used curricular models: (1) One Health programs offered by universities with veterinary and agriculture schools that emphasize zoonotic diseases, antimicrobial resistance, food safety, and wildlife conservation; (2) climate change and health (climate medicine) programs for graduate and professional students at large universities with medical and public health schools; (3) global environmental public health programs focused on pollution and other exposures; and (4) sustainability and health programs emphasizing food security, environmental justice, and other health issues that can be improved with ethical design and engineering. Highlighting the shared goals of these distinct academic models may help make planetary health a more visible area of teaching, research, and practice. [ABSTRACT FROM AUTHOR]

Research on feedback literacy continues to highlight how students deliver, receive and act upon feedback and how performing these actions inform how they learn. Feedback literacy, as a multidimensional concept, is often composed of seeking feedback, understanding feedback, using feedback, providing feedback, and managing emotions around feedback. What remains largely unexplored is how digital platforms, involving cycles of asynchronous feedback, can enhance the development of peer-to-peer feedback literacy for students in higher education. This article draws on preliminary findings from research comprising surveys, focus groups and semi-structured interviews with observation of digital interaction, capturing how students in the caring professions (n = 21) engaged in feedback literacy on a digital platform. The selected case studies encapsulate both the development of feedback literacy as well as some of its different dimensions such as critical thinking, problem-solving skills and the affective aspect of taking onboard feedback. While each participant in each case study experienced a similar cycle, each experienced it differently in terms of the development of their feedback literacy. [ABSTRACT FROM AUTHOR]