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Purpose: This systematic review investigates the effectiveness of workplace interventions to support young workers’ work environment, safety and health. Methods: A systematic search was conducted in bibliographic databases including PubMed, Web of Science Core Collection and PsycInfo for English or Scandinavian articles published from 2007 to 2022. The PICO strategy guided the assessment of study relevance and the bibliographical search for randomized controlled trials (RCTs) and non-RCTs in which (1) participants were young workers (mean age: 15–29), (2) interventions were initiated and/or carried out at the workplace, (3) a comparison group was included, and (4) an outcome measure related to work environment, safety and health was reported. We categorized each included study using the intervention classification framework. The quality assessment and evidence synthesis adhered to the guidelines developed by the Institute for Work & Health (Toronto, Canada). Results: A total of 33 high and medium quality studies showed a moderate level of evidence for no benefit of ‘Mental training’ on stress. We found limited evidence of a positive effect of the following intervention types: ‘Attitude and belief’ on mental health problems, ‘Behavior based’ on anxiety, and ‘Multifaceted’ on hand eczema. We found limited evidence for no benefit of the following intervention types: ‘Mental training’ on mental health problems, and ‘Physiological modifications’ on musculoskeletal disorders. The remaining intervention types showed mixed or insufficient evidence. Conclusions: Except for a moderate level of evidence for no benefit of ‘Mental training’ on stress, the evidence synthesis recommends, that there is not enough evidence from the scientific literature to guide current practices. The results emphasizes a strong need for high quality interventions specifically aiming at increasing or maintaining young workers’ work environment, safety and health. Included studies focused mainly on individual measures, highlighting the need for studies investigating possible preventive measures at the group or organizational level. © The Author(s) 2024.

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders. © The Author(s) 2024.

[No abstract available]

Project-based learning, with its emphasis on ‘learning by doing’, is the dominant teaching method in industrial design. Learners are supposed to be motivated to tackle complex problems such as those in the dynamic field of sustainability. However, it is still unclear how the process of increasing motivation within projects can be systematically targeted for specific sustainability challenges and directed towards potential later pro-environmental behavior. The project-based learning method presented in this paper, framed by a normative decision-making model, aims to intrinsically motivate industrial design students to engage in the exemplary circular economy field of metal recycling and at the same time promote necessary professional competencies on the metal, alloy, product and system level. It is demonstrated which specific intervention measures can be suitable to achieve this goal and how they can be methodically employed. Preliminary quantitative evaluation results indicate that the project-based learning method can indeed strongly motivate the target group. • Connection to a normative decision-making model from social psychology for the domain of environmental protection as a conceptual framework • Consideration of intervention measures at various levels (metal, alloy, product, system) • Use of generative toolkits to translate the acquired knowledge into practical application during design tasks © 2024

Technology is a critical element of the human perspective on learning. Good teaching with technology requires understanding the mutually reinforcing relationships between content, pedagogy, and technology to develop proper context-specific strategies and representations. TPACK is one of the most researched topics that discusses the interaction and combination of teacher knowledge in the domains of technology, pedagogy, and content. Overtime, TPACK has raised criticism regarding the many areas that had not been explored and the need to reconceptualize the framework. There have been many further developments in the form of modifications to the TPACK model, which have produced various measurement instruments. This research uses a systematic literature review (SLR) method to explore multiple modifications to the TPACK framework and the integration of related fields. The review was carried out on published papers from 2008 to 2023 utilizing the Scopus database. The analysis in the research was carried out through 3 stages: planning, conducting, and reporting. Planning including identify SLR needs, determine the focus of the question, and Develop Review Rules. Furthermore, in conducting, researcher excluding articles that didn’t mention TPACK Development Framework. Last stage is reporting including analyze the main article by creating a review table and answer the Research Question. There were 18 core articles filtered from a total of 1,295 articles. The findings from the thematic analysis identified five areas of study that were integrated with modifications to the TPACK framework, including Knowledge, Competency, Tools, Practice, and Attitude. Finally, exploration was also carried out to see gaps and research potential for future studies in each field. © 2025, Malque Publishing. All rights reserved.

Introduction: While occupational health and safety (OHS) education is important for all new workers, it appears critical for youth in dual vocational training programs. To develop prevention tools adapted to their situation, the first stage of an action-research study was to question their perceptions and experiences of OHS. Objective: This study examines the perceptions of OHS among young students with disabilities enrolled in the Work-Oriented Training Path (WOTP) in Québec. Method: A mixed-methods study based on questionnaires given to 131 (38 women, 93 men) WOTP students and Ministry documents. Descriptive and comparative quantitative analyses were conducted with a qualitative analysis of open-ended questions and documents. A gender-sensitive analysis was carried out since it is a recognized influencing factor to consider in OHS. Results: Men and women worked in different environments (p = 0.002). Men seem to be more aware of the presence of hazards (yes = 79.6 %) than women (yes = 50 %) (p = 0.001), and collectively named 15 risk categories, compared to 9 for women. A modest proportion of men (yes = 44.1 %) and women (yes = 31.6 %) reported having received OHS training in their traineeship. Men had a slightly less marked interest in OHS (p = 0.047). A large proportion of students reported having experienced an occupational injury (43.5 %). Conclusions: Targeted interventions are needed to ensure safe learning environments and equitable OHS training for youth with disabilities. Women might be confronted with unrecognized or invisible hazards, and all could benefit from a training that addresses those. © 2025 The Author(s)

Lateral entry into the VET system can be considered a highly promising prospect for the socio-economic integration of young refugees in Germany. With this in mind, multiple active labor market programs (ALMPs) for refugees have been launched and expanded, the best known being the ESF-BAMF program and various measures provided by the Federal Employment Agency (FEA). Using data from the IAB-BAMF-SOEP Survey of Refugees (2016–2021) (Brücker et al. 2016), this article applies a discrete-time hazard rate model (N = 6004) to examine whether participation in either of these ALMPs is associated with increased chances of refugees aged 18–30 transitioning to VET. The multivariate analyses indicate that participation in neither the ESF-BAMF program nor the FEA measures is associated with a significant change in the transition chances for refugees aged 18–24, yet both are associated with a significant increase in these chances for refugees aged 25–30. In view of the comparative disadvantage of older refugees in the German VET market, this result can be interpreted as a considerable success in terms of the effectiveness of the respective programs. © The Author(s) 2025.

Purpose: The literature concerning higher- and degree-level apprenticeships (HDAs) in the post-levy era (2017–) is sparse and fragmented. Therefore, the purpose of this paper is to contribute to the international landscape of higher education work-based learning by identifying barriers to effective HDA programmes and outlining a future research agenda to address these. Design/methodology/approach: This study employs a systematic literature review methodology to explore barriers in HDAs. Adhering to PRISMA 2020 guidelines, the review follows a three-stage process to develop the sample. A meticulously designed search strategy uses targeted queries on the SCOPUS database, focusing on terms related to HDAs and their challenges. Inclusion criteria is set to papers from 2017 to 2024, covering book chapters and peer-reviewed journals in the English language. Articles were cross-checked with the Chartered Association of Business Schools (CABS) database, which refines the total to 68 papers. Data from these sources is then extracted and tabulated for qualitative content analysis. Findings: The systematic literature review of 68 manuscripts finds challenges are faced by apprentices, employers and training providers alike. This includes, but is not limited to, ethnically correlated performance, stigma, careers advice, job design, mentoring practices and the incorporation of technology. Two additional themes of pedagogy/andragogy and policy emerge. Originality/value: Based on the analysis, the paper suggests an extensive portfolio of future research focused on collaborative practices. If addressed, this yields the power to influence future legislation and subsequent implementation. © 2024, Emerald Publishing Limited.

Purpose: The status and attractiveness of vocational education and training (VET) is increasingly the focus of public debate internationally. A closer analysis of the literature on the topic makes it clear that many different terms are used, some with different understandings. What is hidden in the academic discussion behind terms such as status, standing or even attractiveness, image or esteem is diffuse in many respects. Design/methodology/approach: This article takes up this problem by first taking up the academic literature on the definition of the term and critically reviewing it. In a second step, a structural approach is presented which contextualises the various concepts from the perspective of different actors. The focus here is not to be tailored to single institutions or to individual countries or world regions. Findings: To achieve a structuring of the different approaches, the model design is thus to be made by means of an approach that is orientated towards an actor model and takes motivation-theoretical aspects into account. Consequently, this approach offers a link between individual behaviour and external factors. At the same time, it enables the localisation of various education policy instruments that influence VET in terms of attractiveness. Originality/value: The model might not fit into all different country-specific conditions and need a socio-cultural adaption in line with the local or regional framing. At the same time, it enables the localisation of various education policy instruments that influence VET in terms of attractiveness. © 2025, Matthias Pilz.

The transition from a brown to a green economy creates a demand for workers equipped with green competencies. Understanding what these competencies entail and how to develop them is crucial. Higher education institutions should play a pivotal role in educating society, incorporating green practices into university management, and disseminating research findings. This article presents the results of a bibliometric analysis of academic research on green competencies within the context of higher education. Specifically, the study seeks to examine the presence and frequency of publications on this subject, identify the dominant authors, and explore the primary areas of interest among researchers. This objective was achieved through a review of domestic and international literature and a bibliometric analysis conducted using VOSviewer software. The research indicates that this topic is not yet widely represented in the academic literature. However, there has been a noticeable increase in the number of publications in recent years, suggesting growing interest in this area. Furthermore, there is a clear shift from a focus on environmental education towards environmental management and sustainable development issues within higher education institutions. © 2025, Wydawnictwo Ekonomia i Srodowisko. All rights reserved.