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Introduction. The discussion about project-based learning centers on the challenges of interrelation between higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization. Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced Engineering Schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them. Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented. Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners. © Мельник А. Д., Меренков А. В., Сандлер Д. Г., 2025. The content is available under a Creative Commons Attribution 4.0 License.

This study explores the pedagogical competencies that Filipino in-service teachers need to possess to foster the implementation of inclusive education in the general education setting. Through a Delphi method, the research engaged 12 experts to achieve consensus on key competencies important for teachers to have to implement inclusion. The study employed three iterative rounds, ensuring a robust analysis of the identified technical skills, specific knowledge, and inclusionary attitudes required to implement inclusion. The findings revealed six critical domains, with 52 indicators, of the competency standards important in implementing inclusive education: understanding of inclusion, high regard for inclusion, pedagogy for inclusive classrooms, personal and professional development, and ethical and human rights issues. The areas highlighted by the experts contribute to the discourse on inclusive education through a framework that supports teachers in fostering equitable and inclusive learning environments. The framework also serves as a practical guide for teacher training and development. Equipping educators to create inclusive and equitable learning environments ensures the engagement, participation, and academic success of all learners. Ramifications for educational policies aligned with global goals of inclusion while addressing the unique context of the Philippines are also underscored. By identifying the gaps in teacher education and offering a structured approach, this study contributes to the enhancement of educational practice and teacher training. © 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).

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Rapid technological developments require universities to produce graduates with employability skills according to the needs of the dynamic world of work. Unfortunately, there is a significant gap between graduate competencies and industry demands. This study systematically analyzes employability skills, the challenges of integrating them into the higher education curriculum, and strategies to bridge the gap. The PRISMA method selected 30 scientific articles from reputable databases for analysis. The results show that the most sought-after skills include communication, critical thinking, problem-solving, teamwork, integrity, and adaptability, especially post-pandemic. However, the integration of these skills into the curriculum is still partial and faces challenges in measurement and implementation. Therefore, curriculum revision, innovative learning approaches, and close collaboration between education and industry are needed. This study emphasizes the importance of higher education in producing graduates who are not only academically intelligent but also have practical skills and are ready to compete in the global market. © The Authors, published by EDP Sciences, 2025.

Background: Cardiovascular surgery demands deep knowledge of the heart’s intricate three-dimensional (3D) anatomy, but current teaching methods do not adequately develop students’ spatial skills. Advances in precise imaging and 3D printing offer transformative potential for clinical education. In this study, taking the teaching of cardiovascular surgery as an example, we aimed to integrate precision imaging and 3D printing technologies with case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL). Our objective was to explore digital teaching approaches in clinical surgery and address the limitations of current learning models in spatial visualization training. Methods: This study employed a parallel design randomized controlled trial (RCT) methodology. A total of 80 clinical medicine students from the 2020 cohort, currently undertaking their practicum in the Department of Cardiac Great Vascular Surgery at The Second Hospital of Hebei Medical University, were randomly assigned into two groups: a digital teaching group and a case-, problem-, and team-based learning (C-P-TBL) teaching group, each comprising 40 students. The digital teaching group utilized an innovative digital teaching approach, enhanced by precision imaging and 3D printing technology. In contrast, the C-P-TBL teaching group employed an integrated teaching model combining CBL, PBL, and TBL. The two groups were compared via theoretical and skills assessment, along with the analysis of teaching quality questionnaires and teaching satisfaction metrics, so as to evaluate the incremental benefits conferred by digital tools within the existing teaching framework. Results: The digital teaching group demonstrated superior performance compared to the C-P-TBL teaching group, as evidenced by higher scores in theoretical knowledge (86.28±10.756 vs. 80.25±9.440), clinical skills (87.90±7.530 vs. 83.05±7.473), and overall assessment (86.93±8.131 vs. 81.37±7.716). Based on the results of the teaching quality questionnaires, the digital teaching group demonstrated a statistically significant superiority over the C-P-TBL teaching group in several areas: self-learning ability, comprehension and application of theoretical knowledge, problem discovery and analysis skills, spatial imagination capability, and overall self-comprehensive ability. Conclusions: The integration of digital technologies, exemplified by precision imaging and 3D printing, with CBL, PBL, and TBL methodologies, has been shown to significantly enhance the spatial visualization skills of medical students. This approach not only improves their theoretical understanding and technical proficiency, but also leads to higher self-assessment of abilities and increased satisfaction with the teaching process. Consequently, this pedagogical strategy merits consideration for widespread implementation in the clinical education of cardiovascular surgery. © AME Publishing Company.

Digital image processing is an integral part of the computer vision field. However, traditional digital image processing teaching methods mainly focus on theoretical knowledge, lacking practical teaching content. To address this issue, this article proposes a project-based learning (PBL) model that consists of four key stages: project proposal, implementation, summary, and evaluation. Instructors design one or more digital image processing projects in the project proposal stage with specific objectives, backgrounds, content, and deliverables. During the implementation stage, students work on the projects under close guidance, applying various teaching methods such as independent learning, teamwork, and academic exchange. The summary stage involves students reflecting on and evaluating their project outcomes, challenges, and potential improvements. Finally, the evaluation stage utilizes a comprehensive, operable, impartial, and traceable system to assess project completion quality and student performance. Through case studies, this project-based learning model demonstrates how it can help students better understand the theoretical knowledge of digital image processing, apply it to practical projects, and improve their ability to apply theoretical concepts to practical operations. Ultimately, this improves teaching quality and facilitates the achievement of teaching goals. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

Aim: The purpose of this study was to systematically analyze the research status and development trends in the field of postgraduate education in nursing through visual analysis. Methods: We conducted a comprehensive online search of English literature via citation index extensions in the Web of Science Core Collection Database. Chinese literature was searched online via the CNKI, Wanfang, VIP and China Medical Biobank Databases. The literature on postgraduate nursing education, including 8986 English studies and 3589 Chinese studies, was searched from 2004 to 2024. COOC, VOS Viewer and Cite Space software are used as research and analysis tools to discuss the research trends and hotspots in this field. Results: The Chinese and English databases contained 8986 and 3764 relevant articles, respectively. The amount of English literature was increasing annually, whereas the amount of Chinese literature was growing steadily. With respect to nations, organizations, and writers, the U.S. had the greatest number of English-language publications. That said, there were few collaborative efforts between writers or institutions, and there was no cooperative team centered on a particular institution or author; rather, research institutions were independent and decentralized. The most popular works in Chinese literature were clinical research directions such as curriculum thinking and politics, innovative teaching reform mode, core competitiveness, and cross-professional education. The hot topics in English literature were resilience, academic practice partnership, empathic capacity and other mechanisms. Conclusion: The amount of international research was growing year by year, and the United States dominated the field, but a global network of collaborations had yet to be formed. The number of domestic research was growing steadily. There were differences in research hotspots at home and abroad. In the future, postgraduate nursing education needs to strengthen international cooperation, optimize curriculum Settings, promote teaching innovation, and pay attention to students' mental health, so as to improve education quality and students' comprehensive ability. © 2025

Background: Transitioning to adulthood is a demanding phase for youth and more challenging for youth with disabilities. Many transition interventions have been implemented to support transition preparedness for youth with disabilities. However, it is still unclear how these interventions work under different contexts. Objective: The aim of this realist review is to review the literature on different interventions aimed to support adolescents transitioning to adulthood. The research question was: How (Mechanism) and in what circumstances (Context) transition to adulthood interventions work to improve education, employment, and community integration skills outcomes for youth with disabilities (Outcome)? Methods: This review adhered to the essential steps for realist reviews, employing Context-Mechanism-Outcome Configurations (CMOCs) heuristic tools to formulate realist causal explanations. Results: Of the 32 documents that met the inclusion criteria, vocational and educational skills were the most frequently reported outcomes. The review found that transition interventions with inclusive real-life environments that cater specifically to the needs of youth without stigmatization are instrumental in empowering youth's self-advocacy, confidence, and self-determination and enabling active participation and engagement. Conclusions: While this review provides actionable insights, future research should explore the long-term sustainability and scalability of transition interventions. © 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 article investigates the role of interactive pedagogy as a catalyst for educational reform, emphasizing the need for innovation in teaching methods, curricular design, and teacher development to meet contemporary educational demands. It aims to identify how pedagogical innovations can enhance the quality and effectiveness of the teaching learning process. The study employs a qualitative analytical approach, reviewing existing literature and theoretical models related to pedagogical systems, innovation theory, and teacher readiness. Comparative analysis is used to explore two primary approaches for improving pedagogical systems: intensive (internal restructuring) and extensive (integration of external resources and technologies). The analysis reveals that interactive pedagogy—defined as the strategic use of creative, student-centered, and technology integrated methods—improves the adaptability and responsiveness of educational systems. It fosters teacher creativity, promotes student engagement, and supports the holistic development of learning environments. The study underscores the transformative potential of interactive pedagogy in creating more dynamic, inclusive, and future ready education systems. It calls for systemic support in teacher training, curriculum development, and policy formulation to embed innovation as a core element of educational reform. © 2025 Bumi Publikasi Nusantara.

Technology plays a prominent role in contemporary education. In this special issue of Applied Cognitive Psychology, we compiled a collection of articles that employed technological advancements in the training of knowledge and skills. Some articles use simulations, such as virtual environments and 2D and 3D avatars. Other articles compare various presentation modalities and pedagogical agents. Many of the research articles leverage the advantages of technology, such as learning management systems that offer the ability to deliver training bursts and collect user data, automatic immediate feedback, and interactive experiences. In our introduction, we review the important elements of training—with or without technology—through the identification of seven key topics that represent the papers in this special issue: feedback, practice, motivation, levels of learning, cognitive load, simulations, and pedagogical agents. We consider the advantages, disadvantages, and critical principles of technology in education, with an emphasis on skills training. © 2025 The Author(s). Applied Cognitive Psychology published by John Wiley & Sons Ltd.