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Teacher entrepreneurship is a fundamental aspect of today’s education. Entrepreneurial Competence (EC), as established in Organic Law 3/2020, which amends Organic Law 2/2006, on Education, and reinforced by Law 14/2013, on Support for Entrepreneurs and Their Internationalization, is key to preparing students for the challenges of the 21st century. This study follows a quantitative observational design, with data collected through a questionnaire administered to over 600 education professionals, structured into three blocks and fourteen dimensions. The research is divided into three parts, corresponding to the three blocks of the questionnaire. This article focuses on the first block, which aims to evaluate teachers’ assessment of EC and to analyse their perception of the most accessible and effective options for adequately developing this competence in educational centres. Results show that all participant groups generally rated EC highly, but perceptions differ based on gender, age, and training. Teachers with EC training express greater confidence, while those without training report more challenges. School leaders rate EC more favourably, likely due to their involvement in institutional policies. The main obstacles identified are insufficient teacher training and inadequate resources. The study emphasises the importance of enhancing teacher training and adopting active methodologies to integrate entrepreneurship into education. It also underscores practical implications for educational policy, emphasising curriculum reforms, resource allocation, and stronger school–business collaboration to foster an entrepreneurial mindset. © 2025 by the authors.

The Norwegian school system aims to include all students, but what exactly are students being included in? What is knowledge, and do we all learn in the same way? What if the ideal of treating everyone equally creates inequality? The article is based on fieldwork among lower secondary school students making scooters at an upper secondary school. The scooter production was part of a local initiative - the "Åssiden model" - established in Drammen to assist young people in the transition from lower secondary school to vocational education programs. The article analyses teaching practices through the lens of the anthropology of knowledge, and the significant recognition that concepts precede language. This affects how anthropologists explore expressions of knowledge. While the study of diversity and complexity has become central, the focus paradoxically reinforces an underlying assumption that, despite differences, we all acquire knowledge in the same way. The article builds on the premise that all knowledge is social practice, but questions how this perspective can explain breaks and differences between types of knowledge. To account for this, the article presents a transactional analysis based on Barth's contributions to the anthropology of knowledge, where knowledge transfer is understood as transactions between experts and novices. The analysis shows that, unlike conventional classroom teaching, the Åssiden model highlights a critical point: when students do not acquire the same knowledge, the framework within which they learn also differ. The Norwegian school system inadvertently produces inequality because it fails to recognise and accommodate these fundamental differences. © 2025 Scandinavian University Press. All rights reserved.

Integrated learning has emerged as an approach to developing critical thinking and creativity skills. This meta-analysis synthesizes the effects of integrated learning on critical thinking and creativity, drawing from experimental studies published over the past decade. This study addresses the research question: What are the impacts and factors influencing integrated learning on students' critical thinking skills and creativity compared to conventional learning over the past decade? In the database, 403 articles were obtained, which were then supplemented by seven articles from manual searches, so that there were a total of 410 articles. After a strict inclusion process, 8 articles were selected for analysis. The inter-rater reliability test using Cohen's Kappa coefficient produced a value of 0.78, which indicates a substantial level of agreement. The analysis includes data from 497 participants for critical thinking and 266 for creativity. Heterogeneity in critical thinking skill data was 96%, and in creative skills, it was 86%; then, a subgroup analysis of education level was carried out to find out where the high heterogeneity was. The results show a significant positive effect of integrated learning, with an SMD of 1.48 (p = .004) for critical thinking and 1.60 (p = .0001) for creativity. Funnel plots and Egger's regression tests indicate no risk of publication bias. In addition, this study also synthesized the causal factors of how integrated learning affects critical thinking skills and creativity. Further research is recommended to explore its long-term impact and implementation strategies in various educational settings. © 2025 The Author(s).

Objective This study explored the indirect effects of emotional exhaustion and academic ineffectiveness on the relationship between perceived stress and cynicism in university students, also examining the moderating role of preprofessional internship (PI). Methods A cross-sectional predictive study was conducted that explored the relationship of predictor variables with some criterion variable. Data were obtained through an anonymous survey to which 950 students from two private universities responded (Mage=23.2±2.2 years, 52.7% women). Structural equation modeling was used to test mediation and moderation. Results Emotional exhaustion and academic ineffectiveness mediated the relationship between perceived stress and cynicism. Like-wise, the implementation of PI moderated both the relationship between perceived stress and emotional exhaustion and the relationship between emotional exhaustion and cynicism. Conclusion These findings provide evidence that perceived stress is associated with increased cynicism through symptoms of emotional exhaustion and academic ineffectiveness. Furthermore, this relationship is moderated by the completion of PI. © 2025 Korean Neuropsychiatric Association.

In the absence of appropriate transition planning practices to promote a smooth transition process, successful transition from vocational education to post-school settings can be particularly challenging for students with disabilities (SWDs). This study was conducted to explore vocational teachers’ perceptions on challenges related to the effective implementation of transition supports and services for SWDs in Botswana. The study examined vocational teachers’ knowledge of transition challenges, the influence of gender and teaching experience on vocational teachers’ perceptions of transition challenges, and differences of vocational teachers’ perceptions in two school regions. A cross-sectional survey was used to collect data from 158 participants. Factorial ANOVA was used to compare means across vocational teachers based on gender and teaching experience. Also, t-tests were run to determine differences of participants’ perceptions of transition challenges between the two school regions. Among others, participants perceived that there was limited training of teachers, shortage of staff in schools, and limited funding to support the transition planning process. Generally, participants varied on the influence of gender and teaching experience on perceived transition challenges. Kgatleng region vocational teachers agreed more than their counterparts in Sout-East region that poor collaboration with external entities, unclear transition guidelines, and mismatch between vocational courses and employment goals negatively impacted the transition planning process. This calls for vocational schools to take deliberate action to devise strategies for bridging the disparities in participants’ transition perceptions. Strategies include teachers’ increased participation in professional development activities, increased collaborative efforts, and development of a legal framework on transition. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study aims to develop a comprehensive framework to assess the level of satisfaction among students in their fourth year of undergraduate studies specializing in early childhood education in China during their practical teacher training (PTT). Drawing upon customer satisfaction theory and pertinent literature, the research employs factor analysis and structural equation modeling to discern and scrutinize pivotal variables contributing to student satisfaction. The framework encompasses seven core factors: university image (IMA), student expectations (EXPs), perceived quality (PQ) of administrative services, PQ of teaching services, teacher-student interaction, perceived value (PV), and student satisfaction. The findings reveal that IMA, PQ of administrative services, PQ of teaching services, and teacher-student interaction not only directly impact student satisfaction during PTT but also exert indirect effects through PV. While EXPs exhibit no significant direct influence on student satisfaction during PTT, they do manifest a positive direct impact on PQ of administrative services, PQ of teaching services, and PV. Notably, PV emerges as the most influential factor in determining student satisfaction during PTT among the identified variables. The framework successfully accounts for 43% of the total variance by considering constructs such as the reputation of the university, EXPs, interaction between teachers and students, PQ of administrative services, PQ of teaching services, and PV. Therefore, the present study endeavors to establish an evaluative framework that can be employed by early childhood teacher education institutions and policymakers for the purpose of assessing and augmenting PTT programs. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Problem-solving competency is crucial for social development, especially in complex environments. In mathematics education, problem-solving enhances logic, creativity, and analytical skills, contributing to societal progress. This article identified quantitative information about important publications, authors, resources, and research trends on mathematics problem-solving in high school education using the bibliometric analysis method. The input data is a set of 334 publications from the Scopus database published over four decades from 1983 to 2023. The results show that this field has obtained increasing interest, particularly in the last five years, with the USA and Indonesia being the countries with the most publications and Santos-Trigo and Putri Rii being the most influential authors. Three research trends include problem-solving in teaching mathematics in high schools, especially in teaching geometry and algebra; developing problem-solving and computational thinking skills through STEM education, engineering education, and educational computing for students; and using information technology to solve mathematics problems. These results provide teachers and researchers with helpful information about solving mathematical problems in general education, thereby contributing to shaping and proposing effective research and educational strategies, new teaching methods, training programs, and appropriate educational policies. © © 2025 by authors;

Creativity, a crucial skill in the fourth industrial revolution (IR4.0) is highly demanded in the workforce to drive innovation in product design. Therefore, it is important to cultivate creativity in product design through design and technology (D&T) education. However, many past studies encountered challenges regarding D&T teachers’ teaching creativity which might affect creativity cultivation among students. Thus, this article aims to identify the challenges faced by D&T teachers in cultivating student creativity within product design development. Utilizing the systematic literature review (SLR) method using reporting standards for systematic evidence syntheses (ROSES) in three databases, Web of Science, Scopus, and Google Scholar. Based on thematic analysis, this SLR leads to three themes: i) lack of pedagogical competence; ii) different thinking styles; and iii) lack of motivation. Addressing these challenges highlights the importance for educational institutions to align their curricula with current industry demands, ensuring students are well-prepared to tackle the complexities of contemporary product design. This effort requires collaboration among educators, industry leaders, and policymakers to update teaching methods, incorporate practical experiences, and enhance an environment that cultivates creativity. © 2025, Institute of Advanced Engineering and Science. All rights reserved.

The importance of management competencies among pediatric nurse managers cannot be overstated. In Vietnam, there is a significant lack of structured training programs tailored to the specific management competencies required by nurse managers. Furthermore, existing programs lack a comprehensive evaluation of their effectiveness. This study aimed to assess the feasibility of a competency-based training program developed to improve the management capabilities of pediatric nurse managers in Vietnam. A one-group pretest-posttest intervention program was conducted with eligible nurse managers from two pediatric and obstetrics-pediatrics hospitals, selected through purposive sampling. The intervention included interactive workshops, group discussions, and case studies over six weeks, followed by ongoing support. Participants completed the instrument three times: before, immediately after, and during the follow-up period. Twelve nurse managers participated in this feasibility study, and all reported high satisfaction with the program. The findings demonstrated the program’s potential effectiveness in supporting nurse managers through flexible online platforms and targeted competency enhancement. Results highlighted the value of structured, tailored training in meeting the unique needs of nurse managers and emphasized the critical role of ongoing professional education in strengthening management competencies. Further research involving a larger sample of nurse managers is recommended to provide more robust evidence, supporting broader implementation and effective integration of the program into practice. Keywords:. © 2025, Thailand Nursing and Midwifery Council. All rights reserved.