Search Results for
"Article"

Background The Registrar Clinical Encounters in Training (ReCEnT) project is an Australian general practice vocational training programme with integrated and interdependent education and research functions. Trainees (registrars) contemporaneously document in-consultation clinical experience and actions. Objectives Using a realist lens, we elucidate the mechanisms underpinning project outcomes to answer questions around programme effectiveness, impacts, sustainability and the lessons and findings that are translatable to other primary care training programmes. Methods The context, input, process and product framework was used. As a means to understand the interactions between each of the interdependent components, it allows for inferences regarding causal mechanisms for specific outcomes. Results Context: ReCEnT occurs within an apprenticeship-like model of general practice vocational training entailing a central supervisor/apprentice relationship. ReCEnT has demystified the content and characteristics of registrar consultations. Input: multiple stakeholder involvement is both advantageous and a logistical challenge, with the programme's success dependent on registrars, practices and training providers providing detailed and accurate data, with prompt subsequent processing. Process: contemporaneous consultation data collection in different stages of training constitutes a component of registrars' programmatic assessment. Product: individualised feedback provides educational benefit through reflection. Clinical and educational research questions can be addressed with resulting research translation feeding back into the programme model and government policy. Clinical behaviour change is also evaluated. Conclusion ReCEnT is unique, globally, in its scope and longevity (2010-present). Creation of meaningful, individualised feedback facilitates reflection and provides both immediate educational benefits and the substrate for further research, programme and policy design and targeted formal teaching and learning. © Author(s) (or their employer(s)) 2025.

In this paper, we theorise our practice as teacher educators to understand a practice issue: the challenge our students had in developing pedagogical reasoning. The article discusses the findings of the theorising process to explore how pedagogical reasoning is developed and why it is challenging. It also provides an approach for theorising and exemplifies the process. We first explain our practice issue before outlining a framework for theorising adapted from the work of Stepney and Thomson, and Coghlan and Rigg. The approach involved abductive reasoning through reflexive conversations and written accounts of practice in relation to the findings of an integrative literature review, our personal practical theories and our earlier research into the practice issue. Theorising led us to understand pedagogical reasoning as a complex process emerging from the integration of different forms of knowledge across Initial Teacher Education programmes. This integration depends on the formation of epistemic relations and requires an explicit intellectual endeavour between students and teacher educators. We explore how we might encourage this endeavour through the ideas of intellectual space, epistemic coherence and slow pedagogy. We also make the case for theorising to be considered as a form of practice-focused research and hope to encourage others to engage with its transformative potential for understanding persistent practice issues. © 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Background: Video games are highly popular among young people worldwide and have been shown to help develop skills that are crucial for career planning, such as problem-solving, strategic thinking, and collaboration. These skills align with the future skills framework, which highlights essential life and career skills, learning and innovation skills, and ICT skills that can be fostered through gaming. Methods: This cross-sectional study investigates the role of video games in fostering future skills relevant to career planning among Swiss secondary students (N = 265). We conducted quantitative content analysis within the future skills framework, paired with structural equation modeling (SEM), to determine whether students could identify skills acquired through gaming, which reflective abilities are needed, and how these might apply to career planning. Results: Male students were more likely to report engaging in video gaming (b = .27, p < .001). Video gaming positively influenced both the number (b = 1.31, p < .001) and variety (b = .78, p < .001) of skills identified by students that could be coded within the future skills framework. SEM analysis demonstrated that criticality had a positive effect on the frequency of identified skills coded as future skills (b = .42, p < .05), whereas self-reflection negatively impacted this frequency (b = −.33, p < .05). Additionally, the frequency of future skills identified significantly influenced the perceived learning transfer to career planning (b = .12, p < .001). Conclusion: The study underscores the importance of video games as informal learning environments that cultivate future skills essential for career planning. Integrating gaming experiences into career planning can support the development of adaptable, innovative, and forward-thinking skills. Encouraging an open, critical mindset enhances the transferability of gaming skills to real-life career contexts. © 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 page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study aims to examine how to integrate generative AI (GenAI) into marketing education. We used the transformation mechanism within boundary crossing theory to explore how marketing professional insights can be utilized to prepare students for industry demands in the GenAI era. We analyze industry content and GenAI courses alongside 26 interviews with industry practitioners to identify essential knowledge, skillsets, and optimal strategies for implementing GenAI in marketing curricula. Findings underscore the necessity of equipping students with GenAI skills for marketing research, strategy development, content creation, creativity, and ideation across use cases. Practitioners emphasized that marketing theory and ethics should be centralized in any GenAI-related subject matter. For educators, the study highlights the importance of involving industry partners, integrating external materials, and offering master classes to ensure students develop practical skills alongside theoretical knowledge. This research contributes to the discourse on GenAI in marketing education by providing use-cases and actionable insights into subject design, ensuring alignment with industry expectations and equipping students with necessary competencies for a GenAI-driven marketing environment. We extend the application of Boundary Crossing theory into marketing education literature by theorizing how transformation deepens and operates bidirectionally in the context of disruptive technologies, such as GenAI. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 Lficense (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).

Active learning strategies embedded in video content have become increasingly prominent tools for enhancing learners' educational experiences. However, the literature offers varied results concerning their effectiveness. In this research, we conducted a series of meta-analyses to assess the influence of active learning strategies on learners' motivation, cognitive load, and learning performance. On the basis of our criteria, 46 articles were included, encompassing 54 studies comparing active strategies with passive video watching. Most of these studies (74 %) were conducted between 2019 and 2025 and focused primarily on adults (93 %) and STEM disciplines (75 %), with embedded questions being the most common strategy (46 %). The meta-analysis results revealed that active learning strategies had a significant positive effect on learning performance, including retention (k = 24, g = 0.33), comprehension (k = 33, g = 0.28) and transfer (k = 24, g = 0.43), and increased motivation (k = 8, g = 0.15) and cognitive load (k = 19, g = 0.19). Additionally, our moderator analysis revealed that learners’ characteristics (i.e., age) and video attributes (i.e., pace, setting) significantly influenced the outcomes associated with active learning strategies. This research, grounded in various theoretical frameworks, highlights the potential of active learning strategies to increase the efficiency and quality of video-based education. © 2025 Elsevier Ltd

This study examines the transformative impact of mentorship in building resilience and enhancing success among novice teachers. By identifying effective mentorship strategies and frameworks, the research addresses critical early-career challenges, supports teacher retention, and contributes to the global aim of quality education. Using a systematic literature review (SLR) guided by preferred reporting items for systematic reviews and metaanalyses (PRISMA) methodology, the study analyzed 45 articles from Scopus and ERIC databases, covering publications from 2022 to 2024. Through qualitative thematic analysis, three main themes emerged: emotional and psychological support in mentoring, mentoring models and professional development frameworks, and cultural and contextual influences on mentoring. Findings suggest that mentorship is pivotal in helping novice teachers navigate stress, improve instructional skills, and adapt to diverse school environments. Limitations include the restricted scope to select databases, potentially omitting other relevant studies. Future research could broaden the literature base and assess mentoring’s long-term impacts across varied educational contexts. This study contributes to the field by highlighting mentorship’s essential role in fostering resilience among novice teachers, aligning with sustainable development goal 4 (SDG 4) to promote teacher retention and educational quality. © 2025, Institute of Advanced Engineering and Science. All rights reserved.

Background: The last twenty years, studies have examined ‘young workers’ occupational health and safety (OHS). Depending on the discipline, approach and methodology, they address youth OHS in different ways. This systematic narrative review aims to provide a deeper understanding of this research landscape. Objective: The first objective is to provide a systematic review of the literature on OHS of ‘young workers’. It consists of reviewing the literature by disciplines, approaches, methods, data and factors, and of focusing on studies that address the contextual and social aspects of OHS. The second objective is to consider the specific situation of apprentices. Methods: Searches were conducted in five scientific databases, supplemented by three resource platforms. The criteria of literature selection were: OHS of ‘young workers’ aged from 15–24; explicit link between work and health; publication between 2005 and 2022 in Europe, North America and Australia. Studies have been categorised. Results: 193 studies were included. The review shows the diversity of the population studied under the same heading and the predominance of medical studies, which favour epidemiological approaches and quantitative data. Other disciplines (e.g., psychology, educational sciences, social sciences), approaches (e.g., organisational, risk perception), data (e.g., interviews, observations) and methods (qualitative, mixed, longitudinal) are marginal. Individual and age-related factors are predominant. The impact of working conditions and social relations on OHS is rarely considered. Conclusion: Research on OHS through organisational context and social relations, particularly employment status, should be encouraged. This provides a deeper understanding of the constraints faced by ‘young workers’, especially apprentices. © 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 page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study investigates the impact of the Big Five personality traits on the employability of vocational education students, with a focus on the mediating role of internship attitudes. Data were collected from 550 students enrolled in 11 vocational colleges in Hebei Province, China, using a structured questionnaire. Structural Equation Modeling (SEM) was employed to analyze the relationships among personality traits, internship attitudes, and employability. The findings reveal that personality traits significantly influence internship attitudes, which in turn affect employability. These results provide novel theoretical insights into the psychological mechanisms underlying internship persistence and practical recommendations for optimizing vocational education and enhancing school-enterprise collaboration to better meet students’ employability and career readiness needs. © 2025 Hu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Nigerian poverty research is often fragmented and focuses on samples with minimal actionable strategies. This study aims to identify essential poverty alleviation and climate change strategies by synthesizing existing research, extracting the most critical poverty alleviation and climate change factors, and assessing strategies to combat poverty and climate change in Nigeria. We obtained, utilizing the centrality measures of social network analysis and the visualization tools of bibliometric analysis, the research hotspots extracted from 119 articles from the SCOPUS database for the period 1994–2023, compared outcomes with other countries, and analyzed their implications for eradicating poverty in Nigeria. We find that low agricultural productivity and food insecurity are some of the essential poverty-engendering factors in Nigeria, which are being intensified by climate change irregularities. Also, researchers demonstrate weak collaboration and synergy, as only 0.02% of researchers collaborated. Our findings highlight the need to direct poverty alleviation efforts to the key areas identified in this study and increase cooperation between poverty alleviation and climate researchers. © 2025 by the authors.

In the context of digital transformation and Industry 4.0, the engineering profession is evolving rapidly, demanding new skill sets to maintain employability and support career development. This study identifies the competencies engineers must acquire to meet these challenges, addressing concerns from employers who perceive graduates as underprepared for real-world demands. A systematic literature review was conducted in accordance with PRISMA guidelines, using the Methodi Ordinatio technique to select and rank 59 peer-reviewed articles published between 2014 and 2024. The review identified 47 key competencies, which were organized into a comprehensive framework of seven dimensions: 4 transversal, 9 social, 15 personal, 4 cognitive, 7 digital, 3 green, and 5 technical skills. The results highlight that, while technical expertise remains essential, soft skills—such as leadership, teamwork, communication, and adaptability—are increasingly critical for success in the digital era. The proposed framework offers insights for curriculum development, corporate training, and policymaking, contributing to aligning education and professional development with the evolving demands of Industry 4.0. Future research will focus on the empirical validation of the framework to reinforce its applicability across academic and professional settings. © 2025 by the authors.