Search Results for
"Article"

Purpose: The widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future. Design/methodology/approach: This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles. Findings: The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students. Practical implications: This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars. Originality/value: This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research. © 2024, Emerald Publishing Limited.

The AI-powered smart classrooms for C-PBL to enhance mobile and virtual learning technology, or C-PBL mobile and virtual learning are based on the integration of artificial intelligence and virtual reality technologies with problem-based learning and cooperative learning with an attempt to enhance students’ analytical thinking and curiosity. Thereby, students are encouraged to do activities in small groups and use analytical thinking skills to distinguish problems in a systematic manner, which is believed to enable them to create their own bodies of knowledge from the problem-solving process in those situations or problems. The results of this research are consistent with the hypotheses, as it is found that the C-PBL mobile and virtual learning system is considered a learning tool that can be practically applied in cooperative problem-based learning processes through virtual smart classrooms in order to promote students’ analytical thinking and curiosity in learning. Meanwhile, it is believed that the C-PBL mobile and virtual learning system herein also enables students not only to create their own bodies of knowledge after doing small-group activities in virtual environments but also to receive brand-new knowledge as to their own abilities from experiential learning. However, there are still some research gaps in this study that need to be further addressed in the future. For instance, future studies should explore a wider scope of application by doing surveys with more varied populations and broader educational environments so as to confirm the validity and clarity of study results. Therefore, the findings in this study are considered merely the findings derived from a pilot study and can be used as just a guideline for future development. © 2025 by the authors of this article.

Introduction: The digital age has transformed health professions education, making online learning (e-learning) essential for instruction, assessment, and evaluation. However, general surgery residents are dissatisfied with current study methods and routines. As they progress through the new Entrustable Professional Activities (EPA) milestones, adapting content delivery to their learning preferences is crucial for engagement, a key element in the Kirkpatrick training evaluation model. This study explores general surgery residents' experiences, attitudes, and preferences toward e-learning to enhance instruction in the EPA era of surgical education. Methods: We used a convergent parallel design, distributing a national survey and conducting semi-structured interviews with general surgery residents from 22 U.S. institutions. The survey examined e-learning resource utilization, satisfaction, and financial investment in medical school and residency. Interviews provided insights into residents' desired features of effective e-learning. Data analysis included comparative statistics for survey results and reflexive thematic analysis for interviews. Results: The survey was completed by 106 general surgery residents. Residents reported higher satisfaction with e-learning resources utilized in medical school (e.g., UWorld, Sketchy Medical) than those in residency (e.g., TrueLearn, SCORE Web Portal) (mean difference = 0.4, 95% CI = [0.3,0.5], p < 0.001). Learners’ financial investment in USMLE preparation was significantly higher than for ABSITE (74% vs. 21% willing to spend >$500; p < 0.001). Separately, 30 general surgery residents participated in semi-structured interviews, which highlighted preferences for mobile learning, multimedia, gamification, and competency-based assessments. Residents noted a gap between current e-learning resources and the EPA assessment paradigm. Conclusions: General surgery residents find current e-learning resources in residency lacking clinical relevance and alignment with competency-based assessments. In the EPA era of surgical education, there is a need to develop innovative e-learning platforms that prepare residents for standardized examinations and support clinical competency development. Addressing these gaps will enhance the quality and efficiency of surgical training to better prepare residents for independent practice. © 2025 Association of Program Directors in Surgery

This article focuses on the question of what strategies general education graduates can use to improve their chances of entering an attractive vocational education and training (VET) programme in Germany. We look, in particular, at grades in the school-leaving certificate and the additional acquisition of a higher qualification at a vocational school. By using a vignette study, we focus on the selection by companies that offer training. Our results show that excellent grades in the school-leaving certificate of graduates with only an intermediate school-leaving qualification or an entrance qualification for a university of applied sciences improve their chances of entering a VET programme in comparison to more highly qualified competitors with very poor grades. One far more effective way is to upgrade their qualification at a vocational school in combination with professional knowledge relevant to the field of the desired VET programme. In particular, this protects graduates with an intermediate school-leaving qualification from a devaluation of their qualification when applying for a VET programme with a high proportion of applicants who have a university entrance qualification. However, there is a negative effect on their chances if they upgrade their qualification in a vocational field that is not relevant to the desired VET programme. This indicates the importance of career counselling at schools. © 2025 The Author(s). International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.

One Health is an emerging area of integrative studies and interventions aimed at preventing zoonotic diseases by addressing human, animal, and environmental interactions. A fundamental aspect of the concept is understanding how these interactions influence health outcomes among humans, animals, and ecosystems. Developed initially to respond to the need for more human and veterinary medicine collaboration, One Health must include social and environmental dimensions and biomedicine to establish a biomedical-integrative system. A comprehensive approach must also be applied to the research's social, biological, historical, and local aspects. With One Health, health-related disciplines can be reconciled, and its transdisciplinary imperative will provide solutions to the limitations of current biomedical and public health principles. This article aims to discuss and define zoonoses in different sectors. Accordingly, it calls for developing an international priority-setting framework to monitor, report, and assess zoonoses following their relative health conditions in epidemic, endemic, and pandemic settings. Current models of global health governance in pandemic prevention still face challenges, such as policy incoherence, response delays, and inequity in resource access. International coordination, investment in surveillance systems, and promotion of information transparency are key strategies for improving health crisis management. Accordingly, it is suggested that member states of international organizations participate more actively in establishing cooperation frameworks and develop more effective implementation mechanisms for managing emerging health threats. To safeguard global health security, policymakers, researchers, and public health officials will find insights, recommendations, and actionable strategies in this article. © 2025 The Author(s). Public Health Challenges published by John Wiley & Sons Ltd.

Rationale: General practice is central to older patient care provision. For GP registrars (specialist GPs in training), exposure to older patients is also vital for developing chronic disease and multimorbidity management skills. However, registrars see fewer older patients, and are less engaged with older patient care, than established GPs. Aims and Objectives: This study aimed to assess inter-practice variability in the proportion of older patients seen by Australian GP registrars during training. Method: Cross-sectional analysis from the ReCEnT study of GP registrars' clinical experiences (2010–2023). The outcome was consultation with older (65+ years) patients. Inter-practice variability was assessed with Intraclass Correlation Coefficient (ICC) and Median Odds Ratio (MOR). Outcome variance attributable to practice was estimated within the Bayesian modelling framework using a mixed-effects logistic regression with cross-classified random effects for registrar and practice. Results: The analysis included 4643 registrars across 978 practices. 19% (129,659/688,281) of consultations were with older patients. The ICC was 0.15 (95% Credible Interval (CrI) [0.14, 0.17]) in a model with a random effect for practice; and, in a model adjusted for time/registrar/patient/practice variables, 0.10 (CrI [0.09, 0.11]). These values (comparable with, or higher than, reported for other general practice variables), indicate registrars' older patient clinical exposure is dependent upon the practice(s) trained in. The MOR was 2.08 (CrI [(2.00, 2.16]); and, adjusted, 1.81 (CrI [1.76, 1.87). By randomly changing practice location, the odds of a registrar's consultation being with an older patient thus approximately doubles (or, alternatively, halves) on average. Conclusion: The practice itself is the greatest determinant in registrars' exposure to older patients. Practice-level interventions are essential to improve registrars' in-training older patient care experience. © 2025 John Wiley & Sons Ltd.

In today's world, increasing stress and depression significantly impact cognitive well-being, making early detection of cognitive impairment essential for timely intervention. This work introduces a Multimodal Fusion Cognitive Assessment Framework that leverages advanced deep learning and graph intelligence to enhance early identification accuracy. Traditional tools like the Montreal Cognitive Assessment (MOCA) are limited in adaptability, prompting the need for a more dynamic, data-driven approach. The framework is validated using datasets involving cognitive tests, voice samples, and physiological signals. It enables a scalable, personalized, and adaptive cognitive assessment system that improves early detection and supports targeted intervention strategies. By integrating deep learning and information fusion, this approach addresses the complexity of cognitive health in a modern context. • This paper introduces Multimodal Deep Learning Integration, incorporating MOCA scores, behavioral data, speech signals, and physiological parameters using GAT, TAT, and CNN-LSTM models to capture diverse cognitive indicators. • The proposed model achieves superior performance through Information Fusion via Heterogeneous GNNs, effectively merging cross-domain data to enable holistic cognitive state assessment via inter-modality learning. • This paper applies Reinforcement Learning (RL) to personalize user interactions based on real-time cognitive and stress cues, reducing cognitive overload and enhancing engagement. © 2025 The Author(s)

Objective: This article aims to investigate how digital competence moderates the relationship between entrepreneurial education and digital entrepreneurship intention among university students within the framework of social cognitive career theory. Research Design & Methods: We employed a quantitative approach, utilising a structured questionnaire to collect data from 327 university students over two months. We analysed the data gathered from a diverse sample of students across different academic years using partial least squares structural equation modelling (PLS-SEM) to test the proposed hypotheses and examine the moderating effect of digital competence on the relationships between entrepreneurial education, self-efficacy, outcome expectations, and digital entrepreneurship intention. Findings: Digital competence has a dual moderating effect on digital entrepreneurship intention. It positively moderates the relationship between outcome expectations and entrepreneurial intention, enhancing students’ confidence in achieving entrepreneurial success. However, it negatively moderates the link between self-efficacy and intention, suggesting that high digital competence may reduce reliance on educationally developed selfefficacy. These findings underscore the nuanced role of digital competence in shaping entrepreneurial intention, challenging the conventional assumption that higher competence unilaterally strengthens entrepreneurial drive. Implications & Recommendations: The study’s limitations include a relatively small sample size and a focus on the role of entrepreneurial education without exploring the mediating effects of cognitive structures like self-efficacy and outcome expectations. Future research should consider larger samples and examine other contextual factors, such as cultural and environmental influences on digital entrepreneurship intention. Educational programs should integrate real-world experiences, adapt content to students’ digital competence, and focus on the entrepreneurship intention process while allowing students to self-develop. Contribution & Value Added: This study is the first to explore the moderating role of digital competence within the social cognitive career theory framework on forming digital entrepreneurship intention among university students. This study advances theoretical understanding and offers practical insights for enhancing digital entrepreneurship education by revealing how digital competence interacts with self-efficacy and outcome expectations. These findings have broader implications for academia and policymakers, emphasising the need for adaptive educational approaches that align with the evolving digital landscape. © 2025, Cracow University of Economics. All rights reserved.

The purpose of this article is to assess the effects of teaching methodologies in the context of higher education, particularly the competency-based approach (CBA), on the development of key skills. To this end, a survey was conducted with 104 students from different fields in Higher Normal Schools (HNS) and Higher School of Education and Training (HSET). The SPSS framework (Statistical Package for the Social Sciences) was the main tool used to analyses data. The results show that students have significantly developed various key skills, including creativity, teamwork, cooperation, communication, and problem-solving, as a consequence of using CBA. Moreover, the correlation between the 4Cs skills (creativity, collaboration, communication, critical thinking) of the HNS and HSET shows that the relationship between them is weak, meaning they are only loosely connected, except for a slight correlation between collaboration and communication, where it is observed that students with a better level of communication are more collaborative. The results of the comparison of these skills show that they do not follow the normal distribution. In conclusion, this article sheds light on the positive effects of CBA methods on the developing transversal skills among higher education students. This highlights the importance of promoting CBA in higher education programs to ensure better alignment between the skills acquired and the workplace needs. © 2025, International Organization on 'Technical and Physical Problems of Engineering'. All rights reserved.

Contemporary work confronts researchers and educators with a range of challenges, including those posed by complex environments in which workers grapple with uncertainty in high-stakes situations. A different challenge lies in the assumptions brought to learning design and facilitation, assumptions which together constitute a 'paradigm' concerning how to approach these tasks. Without a paradigm, designers and practitioners may exercise an incoherent practice; but if the paradigm is in some way problematic, then the practice may be compromised. In this article, we focus on work in complex environments, problematizing a particular paradigm - the 'pre-specification' approach - that is often brought to bear on it. The key to this paradigm is that work can be analysed and represented such that it can be specified in advance as a reference point for educational endeavours. We problematize key epistemological and ontological assumptions of this paradigm. Hermeneutics draws attention to the limits of these assumptions regarding what we can understand and represent about work, while complexity theory allows us to recognize ontological features of work that make pre-specification difficult or untenable. We conclude that in complex work, representation-making needs to be a distributed activity rather than a specialty, and it occurs at multiple points on the learning continuum rather that solely at the beginning. © 2025 The Author(s). Published by Oxford University Press on behalf of Philosophy of Education Society of Great Britain.