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Objective: – This review aimed to map the literature on teaching strategies used to teach professional writing to prelicensure students enrolled in health professional programs. Introduction: – Health education programs must teach students how to practice professional writing as it is a fundamental skill for effective communication in health care. Professional writing is crucial for ensuring continuity of care, promoting patient safety, and meeting regulatory and institutional standards. Understanding the teaching strategies used to develop professional writing skills is important because it helps educators identify the most effective methods for preparing students for practice. Eligibility criteria: – This review considered studies on teaching strategies used by faculty at any academic institution, in any country, to teach professional writing in prelicensure health professional programs. Disciplines such as medicine, nursing, occupational therapy, pharmacy, dentistry, and veterinary medicine were included. Strategies included any intentional activity (in-person or virtual) aimed at developing students’ professional writing. Professional writing included writing for the purpose of recording assessments or interventions, conveying information to a care team, communicating with patients, or demonstrating compliance with professional or institutional policies or practices. Methods: – This review followed the JBI methodology for scoping reviews. Published literature was located in MEDLINE (Ovid), Embase (Ovid), CINAHL with Full Text (EBSCOhost), ProQuest Nursing and Allied Health (ProQuest), and ERIC (EBSCOhost). A search for unpublished research reports was conducted in ProQuest Dissertations and Theses, Open Access Theses and Dissertations (OATD), and OAIster (WorldCat). The reference lists of all included studies were manually back-searched for additional studies, and Google Scholar and Web of Science Core Collection were used for forward citation tracking to identify further studies. Search results were limited from 2010 to the present, and only reports written in English and French were eligible. Data were extracted from studies that met the eligibility criteria by 2 independent reviewers. Data are presented in tabular format to address findings related to the review objectives. Results: – Thirty-three studies from 7 countries, published between 2010 and 2025, were included. All studies examined at least 1 teaching strategy, and included 5 disciplines: nursing, medicine, pharmacy, dentistry, and veterinary medicine. Three additional studies focused on interprofessional education. A variety of strategies was used to teach professional writing, with the most common being didactic methods such as lectures, as well as checklists. These strategies included group and individualized modes of delivery and targeted a range of professional writing types, including assessments, discharge summaries, prescriptions, and patient education materials. Conclusion: – Most of the studies included in this review were published within the last 5 years, highlighting the growing recognition of the need to prepare future health care graduates to write professionally. This review reveals a gap in understanding of the most effective methods for teaching professional writing in prelicensure programs. Future research should identify the best teaching strategies and develop standardized evaluation metrics to ensure that health profession students are fully equipped to meet the writing demands of clinical practice. Review registration: – OSF https://osf.io/nveqr/ © 2025 JBI

The transformation of higher education in the Industry 4.0 and Society 5.0 eras demands an intelligent learning model capable of dynamically aligning student competencies with the needs of the digital industry. This research develops EduLinkMatch, a web-based intelligent e-learning model integrated with a virtual laboratory using Cisco Packet Tracer in physicalmode. The core technical innovation lies in the Learning Analytics Engine, whichcontinuously collects and processes performance logs from virtual laboratory activities(e.g., configuration errors, task completion status, average completion time, and topologyvalidation results). This data is analyzed through a rule-based diagnostic mechanism andthreshold-based performance indicators, which drive an adaptive feedback module thatrecommends remedial tasks, additional simulations, or targeted resources through acompetency dashboard. This research adopts a Research and Development (R&D) approachusing the ADDIE framework, focusing on the Analysis, Design, and Development phases.System trials with 150 students in the Computer Networks course and validation by 10experts have been conducted. The results showed that all modules functioned correctlybased on Black Box Testing, the success rate of student assignments reached 92%, theaverage completion time was 24 minutes, and student satisfaction scores ranged from 4.3to 4.5 (Likert 1–5). Expert validation yielded an average Aiken V = 0.875 and Fleiss κ =0.91, indicating high interrater validity and reliability. The main contribution of this studyis the presentation of an integrated intelligent e-learning model that combines virtuallaboratories, learning analytics, and adaptive feedback in a single system, which provides atechnical blueprint for competency-based vocational learning systems in developingcountries. © 2025 The authors. This article is published by IIETA and is licensed under the CC BY 4.0 license (http://creativecommons.org/licenses/by/4.0/).

The transition from being a medical student to working as a doctor is a pivotal phase, often marked by challenges in balancing learning with the demands of clinical practice. Despite extensive research on the struggles faced by junior doctors, there remains a gap in understanding how other key stakeholders perceive this transition and how it can be viewed as more than just a struggle. In this phenomenographic study, we used the Swedish medical internship as a proxy for the transition and explored internship programme directors’ (PDs) perceptions of the medical internship from a developmental point of view. A phenomenographic approach was chosen to capture the variation in how PDs conceptualise the meaning of the internship, offering a more nuanced understanding of the transition and its implications for educational practice. Interviews with twelve PDs gave rise to three perceptions: the internship as an education, as working as a doctor, and as a space for learning through work. These views highlighted the transition not merely as a preparatory phase but as a dynamic process in which learning and clinical work were intertwined. Our findings suggest that instead of focusing solely on better preparing students for work, empowering junior doctors to learn through work—supported by structured guidance—can turn this challenging period into an opportunity for professional and personal growth. This study offers a novel contribution by shedding light on the role of PDs in shaping the transition to clinical work and emphasising the need to view it as a learning-centred, reflective experience. © The Author(s) 2025.

Examining disaster cases offers an opportunity to learn from past failures, without individuals and companies having to experience these themselves. However, to be confident in such professional learning experiences, we need to evaluate their value beyond the learning moment. In this paper, we examine what participants could recall from a series of workshops that used case based methods to cultivate knowledge of non-technical capabilities in the service of public safety among engineers. The workshops included discussion cases, role plays, and serious game learning methods constructed from real and imagined disaster scenarios. As part of a suite of methods evaluating the workshop's effectiveness, we conducted semi-structured interviews with participants three months after the workshops. Our findings suggest that source material from within a participant's sector supports recall of technical details from a technical specialist position in the sector. We observed source material from another hazardous industry sector as linked to more general safety lessons and often from the perspectives of non-engineering professionals and the public. Workshops involving a role play element (role play cases and the serious game) facilitated lessons about the social nature of engineering, where with discussion cases participants took lessons principally related to management of particular hazards. Participants typically could not name the non-technical capabilities, but in their discussion of the cases in interview they showed a knowledge of these non-technical capabilities, i.e., the generic lesson is bound to the narrative, rather than recalled abstractly indicating deep learning outcomes. © 2025 The Author(s)

This study presents a bibliometric review analysis of science, technology, engineering, and mathematics (STEM) integrated project-based learning (PjBL) used in promoting meaningful physics learning at the secondary education level. It aims to provide in-depth information about the research landscape of STEM-integrated PjBL models in physics learning outcomes in senior high schools and its contribution to implementing the Merdeka Curriculum in Indonesia. For this purpose, 72 articles published between 2013 and 2023 from the Scopus database were selected based on predetermined criteria. The selected articles were analyzed regarding publication trends, key research themes, citation analysis, and keywords. The findings of this study highlight a network of actively participating authors, institutions, and research groups in this field. In addition, this comprehensive review offers an understanding of the current state and opportunities in this research field and identifies further exploration areas and gap analysis. The implication of the results of this literature review is to critically know the existence of a gap analysis so that one of the next studies is to be able to develop a STEM integrated PjBL model with a contextual, cultural and multidisciplinary approach to promote sustainable development. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Considering the pressing need for effective health education in primary schools, this systematic review rigorously evaluates various strategies designed to enhance students’ health knowledge, attitudes, and behaviours. The primary objective of this study is to assess the efficacy, challenges, and outcomes of health education programmes that utilise interactive and participatory methods, such as project-based learning and peer education. The study methodology adheres to the preferred reporting items for systematic reviews and meta-analyses or PRISMA framework. Utilising advanced search techniques across Scopus and Web of Science (WoS) databases, a total of (n=35) relevant studies between 2020 to 2024 were identified and subjected to thorough analysis. This article synthesizes findings from the final articles into three main themes: Integrative approach in health education, digital and distance learning strategies (DDLS), and ethical and cultural challenges in health education. This review underscores the critical importance of integrating health education within the broader school curriculum, actively involving parents and the community, and implementing culturally tailored approaches. The review shows positive outcomes but also highlights the need for better teacher training and resource allocation, requiring collaboration from educators and policymakers. It emphasizes the potential of these strategies to foster lifelong healthy behaviors and calls for more research to address challenges and assess long-term effects. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning. © 2025 Elsevier Ltd

The Work-Oriented Training Path (WOTP) in Quebec, Canada, is a dual vocational training program that offers students with learning difficulties supervised traineeships. Teachers play a pivotal role in managing students' occupational health and safety (OHS), yet must do so under tight time constraints, limited institutional guidance and highly diverse student profiles. Building on an activity-centered ergonomics and capabilities framework, this multiple-case study explores how gender, disabilities, and work determinants shape OHS management within the WOTP, emphasizing their implications for social sustainability. Twenty-seven semi-structured interviews were conducted with 15 WOTP teachers; 497 narrated anecdotes, which are units of speech when teachers' talk about students, were thematically analyzed to capture everyday mechanisms that expand or restrict safe participation in traineeship. The findings highlight challenges stemming from power dynamics between teachers, parents, and employers, which influence the operational leeway available for teachers to implement OHS prevention. Their work organization, conditions and tools also expand or restrict their capability to have an equitable approach. Additionally, the analysis reveals disparities in traineeship placement opportunities and OHS prevention, particularly concerning students’ gender identity and disabilities. Key factors influencing traineeship placements and OHS practices included students' communication skills, perceived autonomy, and suitability of behavior compared to social norms. Students with disabilities are frequently assigned repetitive tasks, increasing exposure to hazards that remain under-recognized. These results underscore the critical need for inclusive OHS prevention, fostering a more socially sustainable approach within vocational training programs. © 2025 The Authors

Background: There is a critical absence of standardized assessment tools necessary for comprehensively evaluating the skills and competencies of adults with autism to establish their employability profile and support them in the development of their socio-professional skills, in pre-employment transitions services (Pre-ETS). Objective: To validate the ‘Work Rehabilitation and Adaptation Profile’ for adults with Autism Spectrum Disorder (WRAP-ASD) by assessing its psychometric properties and confirming its suitability across multiple Pre-ETS. Method: A scale development and validation method was applied across day activity center, workshops, work programs and internships (n = 41 trainees with autism, n = 19 vocational rehabilitation professionals). Work functioning was observed with WRAP-ASD for motivation, attendance, peer relationships, communication, cognitive skills, rules/safety, independence, physical demand, tool/machinery handling, productivity/quality. WRAP-ASD is an Excel-based observation grid (≈3-h-over-2-weeks) with 59 items using 4-point scales from 3-almost always to 0-never. Results: The WRAP-ASD demonstrated strong construct and convergent validities and high internal consistency. Predictive validity identified key items exclusive for each Pre-ETS. The WRAP-ASD was updated with 49 items, by removing 8 items, merging 4, and revising 4. Conclusion: WRAP-ASD is sensitive to the different vocational needs and support requirements for Autism Levels 1–3. This is an added value over the six existing measurement tools. © 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).

This study investigates the influence of lecturer behavior on student self-motivation, soft skill development, and the integration of these factors into learning quality and hard skill competency within the context of vocational education. Drawing on Self-Determination Theory (SDT) and Social Learning Theory (SLT), the research emphasizes the importance of motivation-driven instruction in preparing students for Industry 4.0. Data were collected from 229 final-year students at four Indonesian aviation polytechnic institutions. Using Structural Equation Modeling (SEM), the findings reveal that lecturer behavior significantly enhances student self-motivation (β = 0.911, p = 0.000) and soft skill competency (β = 0.124, p = 0.044). Student self-motivation also positively affects the quality of learning (β = 0.925, p = 0.000), which in turn contributes to hard skill competency (β = 0.449, p = 0.000). However, soft skill competency does not significantly influence learning quality (β = 0.004, p = 0.464), suggesting its greater impact lies in workplace adaptability rather than academic performance. These findings accentuate the need for vocational curricula that integrate motivational teaching practices with industry-relevant skill development to optimize student readiness for professional challenges. © 2025 The Authors