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The pandemic has globally changed the landscape of the educational system in most countries of the world, including Ukraine. Their educational systems have faced massive challenges in distance learning implementation. However, in addition to the destructive impact of the pandemic, Ukraine has a more serious problem in the form of a full-scale invasion by the Russian army. In the conditions of the active phase of the conflict, it is extremely problematic to conduct full-time classes, especially for higher education establishments. Therefore, distance learning technology is of particular importance for Ukraine. This research investigates the situation of distance learning implementation during the COVID-19 pandemic and martial law in Ukrainian system of higher education. Questions regarding the features of the distance learning development in Ukrainian universities and comparative analyses of key aspects of the distance learning implementation within two destructive phenomena (pandemic and war), are raised. The results clarify the historical background of the distance learning development in the Ukrainian system of higher education, general trends and the main problematic aspects of its implementation. The study makes it possible to more comprehensively understand this issue and find the most effective strategy for solving emerging problems. [ABSTRACT FROM AUTHOR]

This research aims at investigating factors affecting entrepreneurial intention among university students in Selva Central-Peru. The study seeks to explore how perceptions of behavioural and social norms, as well as entrepreneurs' self-efficacy, impact entrepreneurial intentions among students. The research method used is a quantitative one, which in turn praises data obtained through questionnaires applied to 114 active students and analysed by statistical methods. Confirmed the positive influences of self-efficacy on entrepreneurial intention are six times larger than those of attitude and subjective norms, with 79.2% explained variance, respectively, in relation to the proposal model's findings. Results showed that although the majority of students demonstrated medium to high entrepreneurship intentions, much scope remains for increasing this. These findings confirm just how critical it is to provide an educational context that supports entrepreneurial locus of control-building and, in so doing, draws on broader conversation within the education-occupational landscape. With this, the study highlights avenues to better leverage entrepreneurship as a pathway toward sustainable livelihoods and economic inclusion in an economically divided region. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of inclusion measures for women with disabilities at a public university in southern Spain, aiming to understand their needs and experiences. Utilizing a gender perspective, the research engaged 12 women from various university roles in semi-structured interviews, later analyzed using NVivo 20, and organized into categories assessing institutional resources, working/academic conditions, and the interplay of disability and gender. Findings indicate that, despite no direct discrimination based on sex, the patriarchal social framework still fosters gender and inclusion gaps. Peer support emerges as a protective factor, whereas obstacles such as resource scarcity, access challenges, and a lack of awareness about disability measures pose risks. The study highlights the need for enhanced visibility of inclusive measures and the development of agile, individualized policies. It underscores the importance of raising awareness, particularly about non-visible disabilities, through educational initiatives. [ABSTRACT FROM AUTHOR]

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching–learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional‐immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in‐person modalities resulted in significantly superior learning outcomes compared to online ones. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of inclusion measures for women with disabilities at a public university in southern Spain, aiming to understand their needs and experiences. Utilizing a gender perspective, the research engaged 12 women from various university roles in semi-structured interviews, later analyzed using NVivo 20, and organized into categories assessing institutional resources, working/academic conditions, and the interplay of disability and gender. Findings indicate that, despite no direct discrimination based on sex, the patriarchal social framework still fosters gender and inclusion gaps. Peer support emerges as a protective factor, whereas obstacles such as resource scarcity, access challenges, and a lack of awareness about disability measures pose risks. The study highlights the need for enhanced visibility of inclusive measures and the development of agile, individualized policies. It underscores the importance of raising awareness, particularly about non-visible disabilities, through educational initiatives.

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education 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.)

The rise of the student as prosumer (producer–consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students' environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Sociología is the property of Consejo Superior de Investigaciones Cientificas 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 Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University 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.)

Entrepreneurship in Indonesia is believed to be poorly developed compared to other Asian countries. Many efforts have been done to foster the entrepreneurial spirit, particularly the ways to change the mindset of young people that when they graduate from universities, seeking for jobs is not the only option. They can also be entrepreneurs. The lack of students' interest in the business and entrepreneurship is influenced by the perception of risk in business model innovation. Risk perception is the evaluation of people's decision making that is associated with a particular scenario. This study aims to empirically examine the effect of risk perception on business model innovation and measure the influence level of risk perception on business model innovation. This analysis uses the independent variable; the perception of risk. The dependent variable is business model innovation.. The researchers set some criteria to choose some respondents such as the active status of students at Faculty of Entrepreneurship, Garut University. The reason for choosing the entrepreneurship students because they have learned more about entrepreneurial procedures so that they have a better understanding of risk perceptions of business model innovation. Researchers used a causal research design on 30 respondents. Data were collected by distributing online questionnaires via e-mail and analyzed using SPSS 25 software. The statistical method used simple linear regression analysis, with hypothesis testing the t-statistic test. The results of this study indicate that risk perception has a significantly positive effect on business model innovation. This research has an impact for business actors to continue to consider risk perceptions because it has an influence on business model innovation.

This research aims at investigating factors affecting entrepreneurial intention among university students in Selva Central-Peru. The study seeks to explore how perceptions of behavioural and social norms, as well as entrepreneurs’ self-efficacy, impact entrepreneurial intentions among students. The research method used is a quantitative one, which in turn praises data obtained through questionnaires applied to 114 active students and analysed by statistical methods. Confirmed the positive influences of self-efficacy on entrepreneurial intention are six times larger than those of attitude and subjective norms, with 79.2% explained variance, respectively, in relation to the proposal model’s findings. Results showed that although the majority of students demonstrated medium to high entrepreneurship intentions, much scope remains for increasing this. These findings confirm just how critical it is to provide an educational context that supports entrepreneurial locus of control-building and, in so doing, draws on broader conversation within the education-occupational landscape. With this, the study highlights avenues to better leverage entrepreneurship as a pathway toward sustainable livelihoods and economic inclusion in an economically divided region.

In this study, we utilised multi-layer perceptron neural networks (MLPNNs) to assess the issue of school closures. Specifically, this study uses the MLPNN model to conduct learning assessments to identify schools that may suffer from poor management. The empirical findings are briefly summarised as follows: (1) The research shows that more than half of the private schools in this study will face bankruptcy. In Taipei City, out of the 23 existing private schools, only four operate normally, while the remaining 19 private vocational high schools require assistance. About 12 schools face severe problems in terms of poor management, accounting for 63% of the total, while seven schools had a prediction value below 50, indicating a severe problem. These schools have expressed an immediate need for government assistance. (2) According to the MLPNN model in this study, reducing the number of full-time teachers is a primary factor contributing to school closures. First, since full-time teachers are a fixed cost, the dismissal of teachers tends to be prioritised to bring down school management costs. This, in turn, reduces the teacher-student ratio. Other factors that contribute to school bankruptcy are dismissing staff and part-time teachers, reducing expenditure, and poor operational maintenance. When the above policies are implemented in schools with poor management, a vicious cycle is created, leading to the bankruptcy of schools.

Objective: The present study aimed to evaluate the effect of global postural re-education (GPR) on sleep quality and stress in female health science lecturers. Methods: A total of 24 female university lecturers were allocated in this randomized controlled trial into intervention (n = 12) and control (n = 12) groups. The intervention group underwent familiarization and training on the therapy to execute an 8-week treatment with GPR. Data collected on sleep quality were analyzed using 24-h accelerometry (Actigraphy GT3X+) in addition to the Pittsburgh Sleep Quality Index (PSQI) questionnaire score as well as the StateTrait Anxiety Inventory (STAI) anxiety questionnaire. Data on stress were collected by measuring salivary cortisol. Results: After comparing the GPR of the groups, there was a main effect of the group (F = 5.278, p = 0.044) for PSQI. The post-hoc analysis revealed that both groups decreased scores between pre- and post-treatment. Additionally, post-treatment, there were differences between groups. For sleep latency, there were main effects of group (F = 6.118, p = 0.031) and score × group (F = 9.343, p = 0.011) interactions. The post-hoc analysis revealed that treatment groups decreased scores between pre- and post-treatment, and there were differences between groups (all p < 0.050). Conclusion: The self-administered GPR improves sleep quality in female university lecturers, providing a valuable self-regulation tool for enhanced sleep quality and enhanced academic performance. Further study may help to develop this as a potential tool to help university lecturers’ job performance. [ABSTRACT FROM AUTHOR]

Despite being widely applied, the implementation of problem-based/project-based learning (PBL) activities still poses several challenges. Activity design and evaluation and monitoring processes stand out as the most complex aspects of the methodology. This study provides support for teachers to improve PBL assessment and monitoring systems in the scientific and technical field. To do this, the evaluation and monitoring tools used in the most representative PBL activities at different levels of higher education were collected. These were then integrated to generate new, more complete tools (three rubrics and two evaluation scales). These tools were then appli0ed to PBL activities, and the teachers involved (n=11) assessed their view of their functioning. The results indicate that the participating teachers perceived that the tools generated in this way functioned better than the ones used originally, highlighting their completeness, adaptability and ease of use. The study suggests that support in the design of tools could lead to improvements in the process of monitoring and evaluating PBL activities by making them more agile, objective, systematic and efficient. [ABSTRACT FROM AUTHOR]

Our students belong to a highly digitised generation with easy and rapid access to information. They are dependent on technology and tend to become bored quickly. There is an ongoing debate regarding the need to reconsider our teaching methods in order to capture the attention of our students. This study surveyed both students and teachers on the subject of online teaching and its impact on university education. Additionally, it explored issues related to integrating interactive applications in education. These applications are considered essential tools in combating student boredom and disinterest. They also enable teachers to receive valuable feedback, which was highlighted as critically important by educators in the survey. In this context, we conducted a study within a chemical engineering program at a Spanish university. We examined the use of four different interactive applications (Kahoot!, Wooclap, Classflow, Moodle) and compared the results with those from previous years when only one of these applications was employed. This study aimed to determine how using multiple applications led to increased student participation, driven by avoiding monotony, resulting in improved academic performance. • Students and teachers prefer a face-to-face model due to more significant interaction. • The use of interactive applications helps to maintain attention and the feedback teacher/student. • The favourite application for students and teachers is Kahoot!. • The employ of several tools increases the student's participation and improves their academic marks. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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 study aims to reveal the organization of negative business messages preferred by higher education students while receiving messages from university parties. The participants are the vice-chancellors for finance and academic affairs or the representatives (heads of divisions) at three private universities within the Association of Catholic Higher Learning Institutions as the senders and 170 active students in several universities as the receivers. This study uses quantitative and qualitative descriptive approaches. I collected data through online questionnaires, semistructured interviews, and observation of written documents in email and WhatsApp. I proposed four essential dimensions of negative message, namely, organization/approach, language, medium, and response, with the Likert scale questionnaire. I also inserted two cases of negative messages at the end of the questionnaire to find students’ tendency to select one they liked. The questionnaire results are used to discover the participants’ preference for the approach of relaying negative messages, corroborated by the interviews. The study found that students preferred direct approach to negative business messages. Buffers, prevalent in negative business with indirect order, are found in the email. A positive tone was not found at the end of the message. The study concluded that negative messages should be conveyed in writing with direct organizations and positive language and addressed to students before being forwarded to their parents [ABSTRACT FROM AUTHOR]

ObjectiveThe present study aimed to evaluate the effect of global postural re-education (GPR) on sleep quality and stress in female health science lecturers.MethodsA total of 24 female university lecturers were allocated in this randomized controlled trial into intervention (n = 12) and control (n = 12) groups. The intervention group underwent familiarization and training on the therapy to execute an 8-week treatment with GPR. Data collected on sleep quality were analyzed using 24-h accelerometry (Actigraphy GT3X+) in addition to the Pittsburgh Sleep Quality Index (PSQI) questionnaire score as well as the State-Trait Anxiety Inventory (STAI) anxiety questionnaire. Data on stress were collected by measuring salivary cortisol.ResultsAfter comparing the GPR of the groups, there was a main effect of the group (F = 5.278, p = 0.044) for PSQI. The post-hoc analysis revealed that both groups decreased scores between pre- and post-treatment. Additionally, post-treatment, there were differences between groups. For sleep latency, there were main effects of group (F = 6.118, p = 0.031) and score × group (F = 9.343, p = 0.011) interactions. The post-hoc analysis revealed that treatment groups decreased scores between pre- and post-treatment, and there were differences between groups (all p < 0.050).ConclusionThe self-administered GPR improves sleep quality in female university lecturers, providing a valuable self-regulation tool for enhanced sleep quality and enhanced academic performance. Further study may help to develop this as a potential tool to help university lecturers' job performance.

Teacher education programmes are developed around the theoretical and practical understanding of child development, learning, assessment, behaviour management and motivation, which are areas of expertise in educational psychology. This paper aims to (a) critically investigate the contribution of educational psychology in the training of preservice teachers at South African universities and (b) understand the distribution of educational psychologists in public schools to support teaching and learning. A narrative literature review and email requests for unpublished documents from four educational psychologists were used as methods to collect literature in order to answer the following questions: What contribution does educational psychology make to training preservice teachers at public universities in South Africa? What contributions do educational psychologists make to support learners in South African public schools? Analysis was carried out by identifying recurring patterns in the literature reviewed. This study found that of the 26 public universities in South Africa, there are only 6 universities that offer educational psychology programmes. Educational psychology programmes in higher education institutions are in decline, leading to a decrease in the number of qualified educational psychologists. This decline negatively affects the involvement of educational psychologists in training preservice teachers in educational psychology modules or courses. Therefore, the inclusion of educational psychology as a core or fundamental module in the curriculum of preservice teachers to avoid dependence on the decreasing number of educational psychologists in higher education institutions is key. An increase in teacher training programmes in higher education should be merged with an equal increase in educational psychology core or fundamental courses in the curriculum of preservice teachers. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Management Academy is the property of Uluslararasi Yonetim Akademisi Dergisi 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 Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research 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.)

Planet Earth, humanity in general and the education system in particular, in the first quarter of the XXI century have faced a large number of problems and situations that require regulation. The use of modern technologies based on connectivism theory in the study of health and safety issues within classical (non-medical) higher education institutions in Ukraine is relevant. The aim of the article was to test the effectiveness of using online learning, e-learning, as well as open educational resources, distance learning technologies based on connectivism theory in teaching health and safety issues in classical universities. The Internet has now become a huge collaborative learning space. In today’s dynamic theory of learning «connectivism», it is the Internet that has become the main link. Connectivism is a conceptual framework that sees learning as a networked phenomenon influenced by technology and socialisation and learning as a process of pattern recognition. Connectivism emphasises the need to consider, if possible, all the changes that took place yesterday in order to realise new knowledge today and in the future. In the context of safety and health, the need to learn from yesterday’s life experiences to ensure health and safety today and in the future becomes relevant. The article substantiates how connectivism theory can be used to explore issues of safety and health. Many forms of implementation of technologies combining e-learning and open educational services to build a blended learning system in higher education are provided. The first accessible and open educational resource (distance learning course) «My Health» was created to implement quality learning on safety and health issues. The course also uses technology to combine e-learning and open educational services of the educational platforms Coursera, Khanacademy, Canvas, Udemy and Eliademy. Studying health and safety issues based on connectivism theory was implemented using social media; the use of gamification techniques involved performing tasks and exercises and turning them into a competitive game to make learning more interactive. Sites with simulations of different processes engaged students in deep learning that promoted understanding, as opposed to superficial learning that required only memorization. A post-study survey of both full-time and part-time students showed an increase in academic achievement with the use of e-learning based on connectivism theory. At the same time, the authors draw attention to the need for offline work to build sustainable practical skills in safety and health. A promising direction remains the development of educational platforms and introduction of open educational services and E-learning in professional training of specialists in other fields of science, creation of high-quality open Ukrainian distance learning courses and services worthy of international level, as well as introduction of mass interactive courses on a modern open Internet platform.

In order to establish the relationship between the academic self-perception of university professors according to their gender, which takes into account the internal and external factors, such as technostress, the PMH scale (unidimensional Positive Mental Health Scale) and the factors that are related to an organization, which is understood to be a university, are the climate and the commitment of the professor, which are the constructs that were used in our research. The research was conducted by using a sample of 161 active university professors of economics from both sexes. The analysis of the results that were obtained were conducted via a mixed analysis using symmetric methodology (partial least squares structural equation modeling “PLS-SEM”). In addition, a multigroup analysis (Partial Least Squares Multi-Group Analysis “PLS-MGA”) was performed according to the sex as well as asymmetric (Fuzzy-set Qualitative Comparative Analysis “fs/QCA”), which is where the different combinations of the antecedents that lead to the common result are established. Technostress is unequally related to the model variables. It is significant with respect to Academic Self-perception (AS), Organizational Climate (OC), and PMH-Scale (PMH), which even results in a positive relationship with OC and PMH This indicates that in academia certain levels of technostress can generate positive results. This fact is also demonstrated by the presence of the variable in the solutions that were generated using the asymmetric method. The demands of the new technological adoptions among university professors are generating the modification of perceptions and therefore behavior. Therefore, it is necessary to control the level of technostress assumed by men from the teaching centers as well as regulating the technological contributions and their introduction in the classrooms. The study proposes a novel approach due to the implementation of a mixed methodology of analyses. Most previous analyses have focused on case studies or students. The conclusions are relevant for the necessary technological implementation in university classrooms.

Many risk factors have been listed that predispose to the occurrence of high blood pressure (BP). Although high body mass index (BMI) is a recognized risk factor for hypertension, the cutoff value for the high BMI was not taken into consideration as a predictor risk. There is no clear data on the occurrence of hypertension in Iraq in the highly educated population. Moreover, studies on hypertension in Iraq have been limited to a few studies. To assess and study the prevalence of BP in the academic population of Babylon city, a prospective study of 100 people was conducted. In the course of 3 months, during their work at the university in the morning, the questionnaire was filled out along with the body weight measurement. The receiver operating characteristic curve was used to measure the maximum area under the curve for the BMI score. Outcomes demonstrated that despite the high level of education, the prevalence of hypertension remains unacceptable. Awareness raising about the risk factors should be addressed through ongoing health education in health sectors and media. BMI of more than 25 could be considered a predictable risk value.

The aim of this study is to determine academics’ user resistance to distance learning, their perceptions of the distance learning systems and factors affecting their perceptions of the changes in the education system during the COVID-19 pandemic. The study’s population consists of 440 academics working in 43 different universities in Turkey. The research sample were determined through convenience and snowball sampling methods. The data were collected using an online questionnaire form created within Google Forms. After validity and reliability analyses on the data, eight different hypotheses were tested using structural equation analysis. All eight hypotheses proposed within the study were accepted after receiving the results of this analysis. The results of the study show that user resistance has a significantly negative effect on the users that utilise distance learning. However, the perceived ease of use and usefulness have a significantly positive effect on attitude and behavior.

The primary objective of this research is to assess the impact of GeoGebra software, an instructional tool incorporating augmented reality and sensing technology, on both the academic achievement and the learning experience of pupils in the context of teaching physics. The study aims to gather insights from pupils regarding their perspectives on augmented reality. To achieve these goals, a mixed-method approach was utilized. The findings of this study suggest that learning environments incorporating augmented reality can be effective tools for teaching physics. Augmented reality provides a unique way to enhance the learning process by introducing visual and textual elements that can make abstract concepts more tangible and engaging for pupils. This technology can help pupils overcome their fear of physics, stimulate their curiosity, and make the subject matter more appealing. Additionally, the study highlights the potential of augmented reality to improve academic achievement, especially in areas where pupils struggle to grasp complex concepts. It can offer a more realistic and interactive learning experience compared to traditional classroom settings, which can lead to better comprehension and retention of physics principles. The use of augmented reality in physics education appears promising, and further research in this area could provide valuable insights into how to leverage technology to enhance the learning experience for pupils in various subjects. Pupils engaged in activities integrated with augmented reality displayed increased participation, greater comfort, and improved ability to address subject-related questions, heightened self-confidence, and achieved higher academic success in physics. Augmented reality should be viewed as a standalone learning environment for physics instruction and as a supplementary tool to enhance the traditional laboratory setting. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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.)

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Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania 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.)