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Our research aims to evaluate the impact of teachers’ behavior on the intention of master students from two generations (Generation Z and Millennials) to participate in volunteering activities. We also aim to assess the factors that influence master students’ motivation toward volunteering activities, how intention mediates the relationship between teachers’ behavior and master students’ motivation, and between the perceived behavioral control of master students and their motivation to be involved in volunteer activities. We collected data online from 412 master students and used structural equation modeling with partial least squares (PLS-SEM) to analyze the data. We found that perceived behavioral control strongly impacts master students’ intention and that age moderates the relationship between intention and motivation. We used the Functional Attitude Theory to support our findings, and we found differences between generations (i.e., teachers’ behavior does not influence Generation Z master students’ intention to volunteer, and teacher’s behavior does not influence the motivational behavior of Millennials master students’ volunteers). Our study has theoretical and practical implications, providing insights for reconfiguring the relationship between teachers and master students. It considers the increasing complexity of factors influencing master students’ volunteering activities. Future research will focus on the mediating role of artificial intelligence in communication between teachers and master students and the advantages of volunteering activities. © 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 examines the extent to which out-of-college factors (Political, Economic, Social, and Technological) influence teacher preparation programs through in-college experiences in Ethiopia’s Southern Nation, Nationalities, and People Region. Employing a mixed-methods sequential explanatory design, quantitative data from 294 participants (diploma-graduate teachers, instructors, and instructional leaders) were analyzed using SPSS and PLS-SEM to test hypotheses, followed by qualitative interviews to clarify findings. Four hypotheses explored whether curriculum implementation competencies, teacher attitudes, material provision, and instructional leadership mediate the relationship between PEST factors and the quality of teacher preparation. Results indicate that while PEST factors indirectly influence implementation quality, statistical significance is limited across all hypotheses. H1 and H2 showed weak mediation (p > .05), constrained by systemic challenges like resource scarcity, infrastructure deficits, and socio-economic pressures. H3 and H4 revealed strong indirect effects, suggesting practical mediation; however, high variability and non-significant p-values (p > .05) highlight external constraints that overshadow internal factors. Theoretical implications point to the need for adapting sociocultural principles and refining mediation models for college contexts. Practical recommendations include advocating for equitable resource distribution, fostering teacher resilience, adopting low-cost technology, and addressing systemic barriers. Future research should expand sample sizes, account for contextual variability, and explore unexamined factors to strengthen findings and inform policy improvements. © 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 mixed-methods study investigated 247 senior Turkish preservice teachers’ (PTs) generic competency profiles by conducting a latent profile analysis (LPA), which allows researchers to explore individuals within subpopulations in a holistic way. By using the generic teacher competency framework (GTCF) as data collection tool, the LPA analysis yielded two distinct profiles. The findings showed that the distinctive features between these two profiles were due to the competencies related to content knowledge and teaching, effective communication with stakeholders, and assessment and evaluation. Qualitative analysis of semi-structured interviews and written responses whereby preservice teachers justified the reasons of their self-reports revealed similar results. PTs thought that they were competent at knowledge level because of their theory-laden education neglecting practical teaching aspects, whereas they believed that communication with parents and assessment are the areas they felt the least competent. Therefore, there is a need for a reform in teacher education curriculum in Türkiye to enable PTs to practice and engage in activities regarding teaching, assessment, and communication with families in an extended practicum period. PTs should be given individualized feedback and coaching in the areas they are less competent and should be provided with more opportunities tailored for their actual needs. The findings suggest that the domain specific GTCF with performance indicators can be used for evaluation and self-evaluation of PTs. Finally, using LPA, GTCF can also be used to determine the professional development needs of in-service teachers to organize more effective professional development 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).

This study investigates the factors contributing to early school dropout in vocational and technical high schools in Turkey, utilizing machine learning techniques to analyze a dataset of personal, socio-economic, familial, and academic variables. The data was collected via a detailed survey administered to students at one of the largest Vocational and Technical High School in Istanbul, capturing 35 features (factors) relevant to dropout rates. Various classifiers, including Decision Trees and Random Forest, were employed to identify at-risk students with high accuracy. The Decision Tree model, enhanced by the Synthetic Minority Over-sampling Technique (SMOTE), demonstrated the best results for identifying potential dropouts, indicating its effectiveness in educational settings where early intervention is critical. By feature importance analysis this research reveals that parental education levels, family structure, and financial hardships are significant predictors of dropout likelihood. Despite the study’s limitations, such as a small dataset and some features with zero-filled columns, the results underscore the importance of data-driven approaches in developing targeted interventions to reduce dropout rates. This research not only enhances the understanding of dropout phenomena in Turkish vocational education but also provides practical insights for policymakers and educators to improve student retention through early and informed interventions. The findings highlight the potential of machine learning to enhance educational support systems, ensuring that every student can succeed. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

The proliferation of internet services has profoundly reshaped the landscape of modern education, presenting both unprecedented opportunities and new challenges in preparing future professionals. This article investigates the multifaceted impact of these digital advancements, specifically focusing on how innovative learning technologies, delivered via internet services, contribute to equipping learners with the competencies required in the 21st-century workforce. The study aims to critically analyze the role of diverse internet-based platforms (e.g., cloud computing, collaborative environments, MOOCs, AI-driven educational tools) and associated learning technologies in enhancing pedagogical approaches and fostering skills crucial for professional success. It explores the essential information security considerations inherent in the widespread adoption of these digital tools in educational settings, including data privacy, secure access, and system integrity. This research employs a comprehensive review of current literature, analysis of technological trends, and examination of case studies to identify best practices and potential pitfalls. Key findings indicate that while internet services and innovative technologies significantly boost learning accessibility, personalization, and collaborative skill development, challenges related to the digital divide, the necessity for evolving pedagogical models, and ensuring robust information security for educational data and platforms persist. The article concludes that the strategic and secure integration of internet services and learning technologies is paramount for effectively preparing future professionals, emphasizing that a foundation of information security and digital literacy is critical for harnessing the full potential of these transformative tools. © The Research Publication.

Introduction: Despite ongoing efforts to integrate health and social services, achieving integration in front-line practice remains challenging. This study explored collaboration in a multidisciplinary development group aimed at improving collaboration in one co-located health and social services centre in Helsinki, Finland. Drawing on the notion of knowledge practices as means for solving complex issues, the study analysed how collaboration and co-development are enacted within the group. Description: Observational data collected from 11 development workshops were analysed using an abductive approach. The analysis identified three modes of collaboration: 1) one-sided knowledge sharing, 2) collaborative knowledge sharing, and 3) collaborative knowledge creation. Discussion: Shared concepts and a new multidisciplinary service process supported collaborative modes for working, while some facilitation practices seemed to hinder them. The findings revealed a gap between the ideal of bottom-up development and the organisational conditions influencing it. A clear mandate and purposeful facilitation are critical to achieving the intended goals of such development initiatives. Conclusion: Stronger theoretical foundations and explicit theories of change could enhance development efforts. This study identified theoretical concepts that illuminate collaboration as a contextually shaped set of social practices. These insights can contribute to the design and facilitation of practice-based development efforts. © 2025 The Author(s).

Authentic assessment is widely recognized as a valuable method that reflects real-world contexts, allowing students to apply their knowledge to practical challenges and prepare for their futures. Despite the pervasive influence of digital technologies in modern work and life, their role in authentic assessment—an approach centered on real-world relevance—remains poorly understood. Key questions persist regarding how digital technologies are integrated into authentic assessment practices. This review examines the nature and extent of technology integration in authentic assessment within higher education literature. Through a systematic search, identification, analysis, and synthesis, we identified 52 relevant studies. Our findings reveal significant variation in technology use across the four steps of authentic assessment. While digital tools are commonly employed in assessment task design (Step 2), there is limited consideration of broader digital contexts (Step 1) or integration into evaluative judgments and feedback mechanisms (Steps 3 and 4). We also identify diverse approaches to incorporating technology within the design phase. These differences in technology use reflect varying conceptualizations of authentic assessment, influencing its design, implementation, and learning outcomes. To provide educators with practical guidance, we build on a widely adopted stepwise model by introducing a structured framework for integrating digital technologies into authentic assessment. Finally, we highlight areas for future research and practice that may enhance authentic assessment through technology. © 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).

The medicines development workforce has grown to be a multidisciplinary, interprofessional global body of broadly qualified graduate professionals working with and around the biopharmaceutical industry. To satisfy their demands of fitness for work, they must meet the changes and challenges of a rapidly developing technological and competitive field. This has generated a need for a harmonised, mutually recognised vocational programme of competencies and capabilities, based on an academic foundation, which for the adult learners in medicines development goes above and beyond their original medical and scientific specialisms. This review proposes that professional competencies and capabilities developed in pharmaceutical medicine, a specialty concerned with the discovery, development, evaluation, registration, monitoring, and commercialisation of medicines and medical products, provides a comprehensive solution for the educational needs in medicines development. To justify this proposition, it summarises the 60-year evolution of education and training in pharmaceutical medicine. It demonstrates how expanding the pharmaceutical medicine syllabus has aligned it with almost every aspect of the development process of modern medicines. This perspective proposes a vision for the future where pharmaceutical medicine professional competencies and capabilities fill the educational void for the medicines development workforce. This is suggested to pave the career path that supports the professional identity of physicians, scientists, and other professionals working to develop medicines. © The Author(s) 2025.

Learning theories that are based on practice and experience are enriched by new forms of virtuality, which open up a range of pedagogical possibilities in digital environments mediated by artificial intelligence. These theories highlight the importance of an effective understanding of phenomena through learning evidence, where assessment plays an essential role. In this context, the representation and simulation of processes become highly valuable pedagogical resources, integrated as key elements in classroom exercises. This article describes the development and application of a set of practices focused on electronic circuits using the CoSpaces metaverse educational platform. The proposal is presented as an alternative for practical assessment that explores the potential of virtual environments to promote experiential learning and the acquisition of electronics skills, allowing students to interact with simulated circuits in an immersive way. Finally, various theoretical and practical implications derived from this work are offered. © 2025, Universidad Pablo de Olavide. All rights reserved.

This article explores the integration of digital technologies in the training of music teachers for general secondary education, emphasizing the synthesis of traditional pedagogical methods and modern interactive tools. It investigates how digitalization transforms music and pedagogical education by contributing to the development of essential competencies among future educators. The primary objective is to assess the pedagogical outcomes resulting from the incorporation of digital technologies into the professional preparation of music teachers for work in secondary education institutions. The research employs a structural-functional approach, utilizing pedagogical observation, content analysis of curricula and educational platforms, and comparative analysis of digital tools' functionalities. The study confirms the effectiveness of implementing adaptive digital learning environments tailored to the evolving educational trajectories of music teachers. It proposes a step-by-step model for integrating specialized software into professional training, enhancing auditory, rhythmic, and musical skills. The article also outlines pedagogical strategies and interventions aimed at improving proficiency with artificial intelligence tools in music education, including modeling, neuroanalysis, and visual approximation. Furthermore, it identifies key didactic elements essential to developing arranging competencies through the use of digital synthesizers, multitrack editing, and mixing programs, tools that significantly enhance the quality of hands-on teacher training. Future research should focus on comparative evaluations of digital platforms, the design of optimal blended learning models, and the refinement of instructional methods for effectively incorporating AI tools into music pedagogy. © 2025 by the authors.