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Introduction: Adolescence is a crucial developmental stage characterized by escalating mental health issues as well as an increasing awareness of future career possibilities. Occupational future time perspective has been shown to be a promotive factor for social functioning and mental health, and a component in evidence-based clinical practices and randomized controlled trial intervention studies. However, it requires more rigorous and ecological corroboration from longitudinal analysis at the within-person level. Methods: Random intercept cross-lagged panel models with several adjustments and sensitivity analyses were applied to the longitudinal data from the Zurich Project on the Social Development from Childhood to Adulthood (Zurich, Switzerland), to analyze how occupational future time perspective and psychological/neurodevelopmental outcomes (attention deficit hyperactivity disorder symptoms/externalizing/internalizing problems) covaried across ages 13 (N = 1365), 15 (N = 1446), and 17 (N = 1305) in the years 2016, 2018, and 2020, after controlling for sex (52% male), SES, and school type. Results: A small effect was found in a random intercept cross-lagged panel model whereby occupational future time perspective at age 15 predicted externalizing problems at age 17 (β =.146, p =.05, [95% CI = 0.000, 0.292]), and in a random intercept (contemporaneous) reciprocal panel model specification attention deficit hyperactivity disorder symptoms at age 17 were contemporaneously associated with occupational future time perspective at age 17 (β = −.310, p <.05, [95% CI = −0.580, −0.041]). No cross-lagged associations were found to be robust across different model specifications/adjustments. Conclusions: These findings suggest that improving occupational future time perspective may have limited impact on enhancing mental health, offering valuable insights for school-based interventions. Further research and replication are necessary to confirm these results. © 2024 The Author(s). Journal of Adolescence published by John Wiley & Sons Ltd on behalf of Foundation for Professionals in Services to Adolescents.

This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation. © 2024 The Authors

Background: Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic. Aim: To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership. Design: A reflective discussion following the six stages of the Gibbs' Reflective Cycle. Settings: A two-month research internship at an Australian University was held over the summer. Participants: Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program. Methods: Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed. Results: The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement. Conclusions: Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities. © 2024 The Authors

The National Education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century © 2024 Elsevier Ltd

This article studied the integration of gamification in work-based learning within vocational education as a means to support students' coding abilities. By applying game mechanics such as points, badges, leaderboards, and challenges, we aimed to motivate and engage students in coding activities that mirror real-world industry practices. The inclusion of gamified elements into the curriculum was designed to make the learning process more interactive, fostering a competitive yet collaborative environment that enhances students' interest and perseverance in coding tasks. This research employed a quasi-experimental design with pre-test and post-test measures to assess the impact of gamification on coding proficiency, comparing the outcomes of students participating in gamified learning environments with those in traditional settings. The findings indicate a significant improvement in the coding skills of students exposed to gamified work-based learning, suggesting that gamification can serve as an effective pedagogical tool in vocational education, better preparing students for industry demands. © 2025 Institute of Advanced Engineering and Science. All rights reserved.

Background: Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes. Methods: Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria. Findings: The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level. Discussion: Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care. Conclusion: Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students. © 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.

Vulnerable youth are often trapped in the vicious circle of “no experience, no job; no job, no experience.” Internship programs may help them overcome this cycle through offering work experience. A BEAM model is proposed. It includes four essential attributes for enhancing employability, which most vulnerable youth often lack. This study examined a one-year internship program for vulnerable youth. The youth rated their work abilities, increasing from an average of 5.2 out of 10 before joining the program to 7.3 out of 10 after participating. Focus group sessions were also conducted in two rounds with the vulnerable youth (N:18), along with their mentors (N:14) who work with them, and case managers (N:10) who offered guidance. Results show that this approach is promising and it is worth offering targeted internship training opportunities for this group of young people in order to prepare them for entry into the labor market. © 2025 Elsevier Ltd

Background: This study examines the effects of physical education on the social capital of university students, focusing on improving family, neighborhood, and academic relationships through group exercise. Methods: In Zagreb, Croatia, 976 participants aged 19–20 years participated in a randomized controlled trial. The intervention group (n = 472) engaged in teamwork exercises, and the control group (n = 504) completed individual exercises. The social capital measured in 6 areas was analyzed using linear regression and variance modeling. Results: Significant improvements in trust and collaboration within the university environment were found in the intervention group. Adjusted analyses showed positive correlations between the physical education intervention and increased trust between teachers and students (β = 0.118, P = .01), among students (β = 0.246, P = .01), and in total social capital (β = 0.617, P = .01). Residence in the parental home was associated with higher social capital. Notably, male and older students reported lower levels of trust and cooperation. Conclusions: Physical activity significantly improves the social capital of university students, suggesting the inclusion of group-based physical activities in higher education curricula to promote social inclusion and well-being. This underscores the importance of such interventions for educational policy and program development. © 2025 Human Kinetics, Inc.

Introduction: Applying STEAM in vocational learning needs to be integrated with Sustainable Development Goals (SDGs) values. Physical activities have been recognized as significant contributors to achieving SDGs because can boost students' awareness and commitment towards sustainable development goals. Objective: This article aims to measure the impact of integrating physical activities and Edupas-based STEAM-SDGs on students' sustainability awareness. Methodology: This research uses a mixed-methods approach with concurrent embedded design. The research subjects were 36 students. Data was collected using quantitative and qualitative data throughout the IPAS learning process by applying Edupas-based STEAM-SDGs. Quantitative data was obtained from a questionnaire in Edupas. Qualitative data was collected through observation during the IPAS project learning activities. In addition, it was also collected worksheets and discussions provided in the Edupas LMS. Data analysis was conducted using the stacking technique with the Rasch model. Results: The results of the mean comparison test between pre-test and post-test data through the t-test obtained a value of t=-3.39, df=66, and prob=0.001. Discussion: STEAM integration in vocational learning significantly increased students' sustainability awareness. Furthermore, using Edupas LMS encouraged students' active participation in discussions and exploration of ideas, which contributed to improving their skills and understanding of sustainability issues. Conclusions: Integrating sustainability values in the vocational curriculum is crucial to shaping students' proactive attitudes toward environmental issues. © 2025 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

Competency-based education is an educational paradigm with the primary goal of combining theoretical knowledge and practical skills, giving students the opportunity to effectively apply learning outcomes in real-life situations. This approach focuses on preparing students for life’s challenges by nurturing them as independent, critical, and creative thinkers who can adapt to an ever-changing environment. This article examines the process of competency-based assessment and progress monitoring in primary grades. The study conducted a qualitative content analysis of observed lessons and teacher interviews to reveal how assessment and continuous progress monitoring can contribute to comprehensive student development. Ten primary school teachers participated in the study, responding to researchers’ questions about competency-based education and their practices in assessment and progress monitoring. The article presents the results of a qualitative study aimed at evaluating the process of competence-based assessment and progress monitoring in primary school classrooms. The study results revealed that, in assessing student progress, teachers find it important for students to not only demonstrate knowledge in different situations but also gain a clearer understanding of their learning goals and have opportunities for growth. Such an assessment system not only helps students develop self-reflection but also encourages them to take responsibility for their learning process, continually improve, and strive for higher competency achievement. © 2025 by the authors.