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With the deep penetration of artificial intelligence technology in the field of education, human-machine collaborative education models have gradually become a research hotspot. However, the inadequacy of technology application and educational scenario compatibility remains the core bottleneck restricting its development. Based on the theory of cognitive symbiosis, this article constructs a dynamic matching matrix as an intelligent decision-making model. By following the technical path of "dimension design-rule modeling-scenario validation", it achieves precise matching of three major mechanisms: coexistence of educational scene characteristics and knowledge network, dynamic transfer of control, and maintenance of emotional connections. Research shows that this matrix is compatible in liberal arts, science, and interdisciplinary educational scenarios, balancing technological possibilities with educational necessities, and providing a replicable technical paradigm for the deep integration of artificial intelligence and teaching and learning. © 2025 Copyright held by the owner/author(s).

Establishing and improving the standard cost system of power grid enterprises and achieving a zero-base budget can eliminate the "moisture"in the historical cost and reduce the difference in the cost level between the branches. Based on the current situation of maintenance operation management in power grid enterprises, this paper proposes a standard cost-determination technology for power grid maintenance operations based on the particle swarm method improved by IPSO. This technology provides a reference for power grid enterprises to enhance the lean control of maintenance operation costs. © COPYRIGHT SPIE. Downloading of the abstract is permitted for personal use only.

Purpose: This study aimed to analyse the psychological and pedagogical aspects of online learning in Ukraine under conditions of digital transformation, the COVID-19 pandemic, and the ongoing war. It sought to identify the challenges teachers face and propose ways to improve distance education through competency development. Design/Methodology/Approach: The research employed comparative analysis, synthesis, systematisation, and generalisation. The study was conducted as a systematic literature review following the PRISMA 2020 guidelines. A total of 47 peer-reviewed articles published between 2018 and 2025 were analysed, retrieved from Scopus, Web of Science, and Google Scholar databases. The selection focused on empirical studies addressing teachers’ digital competence, psychological well-being, and pedagogical innovations in online education. Findings: Only 38% of teachers demonstrated high digital competence, while 76% lacked sufficient skills for effective online teaching. Emotional burnout (52%), overload (67%), and stress (62%) were prevalent, compounded by technical barriers such as blackouts and unstable Internet (79%). These issues resulted in incomplete courses in 31% of cases. Interventions, including targeted training modules, improved digital competence by 30% and raised average test scores from 45 to 75 points (p < 0.01). Institutions that provided systematic support achieved twice the effectiveness index (8.4 vs. 4.1). Research Limitation: The study was limited to Ukrainian educators, which may affect generalizability across different contexts. Practical Implication: The results highlight the urgent need for structured training in digital pedagogy and integration of online tools to enhance lesson design and learner motivation. Social Implication: Strengthening teachers’ digital skills and psychological resilience is crucial for sustaining education during crises. Originality/Value: This research provides empirical evidence on the intersection of digital competence, stress factors, and institutional support, offering pathways to improve the sustainability of online learning under challenging conditions. © African Journal of Applied Research.

This study explores the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in secondary-level chemistry education, focusing on its impact on student engagement and learning outcomes. Specifically, the study aims to identify research trends, contributors, institutions, and prominent themes in this field. A bibliometric analysis was conducted on 53 research articles indexed in the Dimensions database from 2020 to 2024, and data visualization was performed using the VOSviewer tool. The results revealed a significant increase in publications, peaking at 23 in 2024, indicating a growing interest in STEAM methodologies. Notably, Greek authors demonstrated substantial influence, achieving a high citation count of 132 from only two publications, while Indonesia contributed the highest number of documents with 20 publications and 62 citations. Influential journals such as Applied Sciences and Sustainability were identified, alongside trending themes including augmented reality, gamification, and project-based learning. The findings highlight challenges such as students' negative perceptions of chemistry, limited teacher preparation, and the necessity for effective teaching strategies. This study concludes that interdisciplinary approaches foster critical thinking and creativity among students, ultimately preparing them for modern educational demands. Suggestions include strengthening teacher training, encouraging international collaboration, and adopting innovative pedagogical models. The study is limited to the Dimensions database and the 2020–2024 publication period, which may not capture all global research on STEAM integration. © 2025, FoundAE (Foundation of Advanced Education). All rights reserved.

This article analyzes the effects of activation strategies—or policy interventions designed to encourage and regulate labour force participation—targeting international students during their studies. It analyzes Statistics Canada’s Canadian Employer-Employee Dynamics Database (CEEDD), revealing that a larger proportion of international students than domestic students work in jobs and industries characterized by precariousness in employment during their studies, a trend amplified for those international students from lower-income countries of origin. These trends become more prominent after 2014, when Canada introduced an automatic off-campus work permit for all study permit holders. The analysis also finds that international students who work in industries characterized by precariousness during their studies are less likely to transition to permanent residency in a timely manner. As Canada adjusts its approach to regulating educational migration, these findings suggest that further policy interventions are advisable in order to better protect international students as workers both before and after they graduate. © Canadian Public Policy/ Analyse depolitiques, 2025. All rights reserved

Industry 5.0 is a new emergent industrial revolution that admits and promotes mutual and coordinated interaction of industrial workers’ cognitive and creative skills, and artificial intelligence machines’ qualities to maximize production in industries. Thus, the advent of Industry 5.0 demands new skills, knowledge, attitude and responsibilities/roles from workers to enable them to fit the positions. Consequently, Industry 5.0 has significant implications for engineering, technology and technical education programs. These programs need to be reshaped for the purpose of producing worthwhile graduates that can easily be absorbed into Industry 5.0. However, this article focuses on the ‘recurriculation’ of engineering, technology and technical education programs for adopting Industry 5.0. The article is anchored on a literature review. Specifically, the article dwells briefly on the pre-industrial revolution, Industry 1.0, Industry 2.0 and Industry 3.0. The article explicates on Industry 4.0 and Industry 5.0. Similarly, the article identifies problems that emanated during the Industry 4.0 era. It explains the importance of human beings in industries. Also, this article explains the needs for improving the knowledge, skills and attitude of industrial workers during Industry 5.0. Being a program where knowledge, skills and attitude needed in industry 5.0 can be acquired, the article briefly conceptualizes engineering, technology and technical education. Furthermore, the article explains the concept of recurriculation of engineering, technology and technical education programs. Finally, the chapter explains the phases for the recurriculation of engineering, technology and technical education programs. © 2025, The Design and Technology Association. All rights reserved.

The Mexican Dual Training Model (in Spanish, Modelo Mexicano de Formación Dual, MMFD) combines education in schools with in-company training. This article investigates the level of satisfaction towards the company, school and the MMFD, as well as the perception of improvement in skills, competencies and knowledge among graduates of the Colegio Nacional de Educación Profesional Tecnológica- a MMFD-based higher education institution in the states of Mexico and Coahuila. The information was gathered by means of a survey in which the participants show high levels of satisfaction (on average 3.5 points on a scale of 1 to 4). However, satisfaction levels are consistently higher at the company than at school (on average .09 points); and also higher in Coahuila than in the State of Mexico (on average 0.7 points). Additionally, 60% of the participants notice that their work, interpersonal and decision-making skills improved a lot, while only 26% consider that their mathematical knowledge improved. © 2024 Consejo Mexicano de Investigacion Educativa. All rights reserved.

The utilization of virtual laboratories is an effort in the era of digital technological advances to achieve maximum learning objectives. Vocational High School (VHS) aims to produce productive age human resources who are ready to work. In addition, vocational schools emphasize aspects of softskills the needs of industry 4.0 and social development 5.0 including 4C skills (communication, collaboration, critical thinking, creative). The purpose of this bibliometric analysis is to present information on the utilization of virtual laboratories in the vocational sector. Articles were searched through the Scopus, Dimensions, ERIC, Taylor & Francis and Springer databases. 326 suitable articles were collected from 2021-2024 and 132 articles were further analyzed. We used VOSviewer software to classify and visualize co-occurrence and citations. The information presented in this review can be used as a starting point for future research on the topic of vocational education virtual laboratories. © 2024 IEEE.

This research paper addresses the complexity of improving STEM education and mathematics achievement of indigenous students, better known as Orang Asli, in primary schools in Johor, Malaysia. The study highlights the educational disparities of the Orang Asli community and emphasizes the need for culturally tailored and linguistically supportive interventions. The study uses a mixed-methods approach to analyze academic achievement data. Significant challenges that hinder Orang Asli students' abilities in Mathematics and STEM subjects are identified. The discussions show that strategies such as incorporating ethnomathematics - linking cultural knowledge to mathematical concepts, and code-switching in the classroom can effectively bridge the gap between students' cultural backgrounds and the academic curriculum. These recommendations are in line with the United Nations Sustainable Development Goals, which aim to ensure inclusive and equitable quality education for all. The article concludes with actionable policy suggestions that advocate for the integration of culturally sensitive teaching methods to improve the academic performance of Orang Asli students. The importance of community engagement and longitudinal studies in evaluating the effectiveness of such interventions is emphasized. The findings presented are intended to effect change in educational practices and create an inclusive learning environment for Orang Asli children and by extension, other indigenous populations worldwide - contributing to the overarching goal of educational equity. This study is in line with the aspirations of the Malaysian Education Plan and contributes to two Sustainable Development Goals (SDGs): SDG4 (Quality Education) and SDG10 (Reduce Inequalities). © 2024 IEEE.

Practicum is seen as an avenue in teacher education where pre-service teachers have the opportunity to turn theory into practice. Teachers begin to form their identities during practicum. This article examines how pre-service teachers’ identities are formed through the lens of sociocultural theory. Data for the study were gathered through a survey of 522 pre-service teachers from the University of Cape Coast in Ghana after their teaching practicum. Structural equation modelling was used to analyse the data. The article highlights the role of orientation/experience in the sociocultural theory on pre-service teachers’ identity formation. The findings suggest that the assistance provided during the practicum has a direct impact on the development of teacher identity. This impact is partially mediated by professional orientation. In addition, whereas personality characteristics influence teacher identity through orientation, they do not have a direct and meaningful impact, suggesting that orientation fully mediates their effect. Moreover, both the direct and indirect paths from preparation to teacher identity are significant, indicating that orientation plays a role in somewhat mediating this relationship. The study concludes that orientation partially mediates the relationship between practicum support and teacher identity. However, orientation fully mediates the relationship between personality factors and teacher identity. It is recommended that teacher training institutions should improve practicum support, prioritise professional orientation, emphasise personality development, strengthen preparation programmes, implement continuous assessment and feedback, and promote collaboration and mentorship. These measures will effectively develop and reinforce teacher identity through comprehensive and supportive training experiences. © 2025 Unisa Press.