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It is important to comprehend the interconnectedness of scientific attitude, scientific interest, and problem-solving when examining science education. These elements are important in influencing students’ outlook on science and their capacity to participate in solving problems. Moreover, fostering a climate that promotes inquisitiveness and discovery can further boost students’ overall participation in science education. This can be done by participating in hands-on activities, engaging in interactive experiments, and promoting open-ended questioning. Students could cultivate a favorable scientific attitude and a sincere enthusiasm for scientific investigation. Developing problem-solving abilities and a better grasp of scientific principles can result in increased engagement with science education and a greater drive to pursue careers in scientific fields. Additionally, nurturing problem-solving skills in students can lead to increased achievement in scientific pursuits. To sum up, the linkage between scientific mindset, curiosity, and critical thinking is essential for progressing science learning. This review article tries to understand the relationship among scientific attitude, scientific interest, and problem-solving ability, which will be extremely beneficial for science educators at the secondary level. © 2024 Common Ground Research Networks. All rights reserved.

This article aims to understand professional insertion and the identity as sanitarist based on the experience of Collective Health alumni from UFMT-Brazil. The Sociology of Professions, based on Claude Dubar, was used to identify the meanings of professionalization according to the nuances of training and practices in the construction of “being a sanitarist.” Using qualitative research, 12 alumni working in Collective Health were interviewed, treated by thematic analysis. One topic focused on the profile, the forms/strategies of professional insertion such as invitations, indications, progression/relocation in the institutions where they already worked, approvals in postgraduate notices and selections with contract. The activities varied in commissioned positions, temporary contracts, statutory, and scholarship holders. Another topic addressed the identity perceptions built in the world of work in the public health network, highlighting the political-social component with a critical role, expressing the commitment of Collective Health to social transformation, improvement of the population’s life and health as a citizenship right and duty of State. The professional identity is built procedurally and the insertion in the work occurs through the mobilization of agents, leaving the engagement in the struggle for recognition guided by the Brazilian Sanitary Reform values and a solidary, fair, and democratic society. © 2024, Universidade de Sao Paulo. Museu de Zoologia. All rights reserved.

Introduction: this theoretical article proposes an interdisciplinary teaching strategy for Social Sciences in Primary Education, aimed at transforming traditional pedagogical practices. It integrates critical pedagogy, the competency-based approach, and immersive technologies such as virtual reality and metaverse. Method: a qualitative, exploratory and propositional approach was adopted. A document-based literature review was conducted using recent studies on immersive learning, interdisciplinary pedagogy, and digital education. The data were analyzed through a comparative and integrative synthesis to design the strategy and assess its alignment with contemporary pedagogical demands. Results: four key dimensions emerged: (1) the conception of an interdisciplinary teaching strategy; (2) the identification of guiding pedagogical principles; (3) the articulation between critical pedagogy and the competency-based approach; and (4) the projection of the strategy toward immersive virtual learning environments. These elements form a pedagogical model capable of promoting critical thinking, social responsibility, and meaningful learning experiences. Conclusions: the proposed strategy offers a relevant and adaptable pedagogical framework that aligns with 21st-century educational challenges. Although empirical validation has not yet been performed, this theoretical foundation may guide future pilot implementations, expert evaluations, and the development of digital instructional designs. © 2024.

This ethnographic study examines the effects of a health-promotion intervention involving orienteering in urban parks for first-year Italian vocational students. Green exercise, known to enhance psychological well-being and foster a sense of kinship with nature and community, was chosen to address risk factors in vocational education and training (VET) institutions. Orienteering offers mental and physical benefits while encouraging participation. This study involved 53 students (mean age 14.51) from a VET institution in Milan, employing interviews with teachers and ethnographic observations. Findings indicate that the intervention promoted group cooperation, reduced conflicts, and helped students develop navigation skills while exploring their city. It also strengthened students’ connestion with nature and community spaces, fostering a sense of belonging and engagement. © 2025 Taylor & Francis Group, LLC.

Work-integrated learning (WIL) has gained significant attention in higher education for its impact on employability. This study presents a comprehensive bibliometric analysis of WIL research from 2002 to 2023, using data from 1,392 articles indexed in Scopus. The analysis highlights key trends, influential authors, institutions, and collaboration networks, revealing that WIL research has grown substantially, particularly since 2013. The findings underscore the dominance of Australian institutions and authors in the field and the multidisciplinary nature of WIL, which spans social sciences, business, engineering, and healthcare. Through co-authorship and cocitation analyses, this study identifies the central themes and most cited works that shape WIL research. The study also explores the global distribution of WIL research, noting strong collaborative networks, particularly between Australia, New Zealand, and Canada. By mapping the evolution of WIL research, this study provides a valuable reference for future studies, helping to guide research directions and deepen the understanding of WIL’s role in enhancing employability. ©: CC BY 4.0.

The Anti-Japanese War catalysed a profound transformation in Chongqing’s higher education system, with the city emerging as a sanctuary for students and scholars fleeing the conflict, which was both devastating and costly for China. This study explores the influence of the Anti-Japanese War on the evolution of Chongqing’s higher education model within the broader context of China’s educational framework. The research considers five key variables: the higher education model, curriculum, enrolment, institutional support, faculty, and student outcomes. A traditional literature review approach was employed, processing a total of 147 articles using MAXQDA software. The study highlights the significant role of the Anti-Japanese War in reshaping Chongqing’s higher education model, particularly in fostering a practical, hands-on approach to education, alongside promoting national unity and patriotism. Furthermore, the support provided by institutions, as well as faculty qualifications and experience, were identified as crucial factors influencing student outcomes. The study also emphasised the teaching and learning styles as key links between the independent and dependent variables. Moreover, the research identified cultural and historical contexts, political and ideological influences, as well as globalisation and internationalisation, as significant moderating factors. The findings offer valuable implications for policymakers, educators, and academics. The paper also acknowledges certain limitations and suggests avenues for further investigation in this area. © 2024 JESTP.

Objective: Hospitals are a high-risk setting for vaccine-preventable diseases such as hepatitis A and B, mumps, measles, rubella (MMR), and chickenpox. Therefore, it is necessary to ensure the protection of seronegative adolescent students in health vocational high schools. This study aimed to determine the seroprevalence of hepatitis A, hepatitis B, MMR and chickenpox in health vocational high school students interning at a tertiary training and research hospital. Material and Methods: Demographic characteristics and hepatitis B surface antibody (anti-HBs), hepatitis A immunoglobulin G (anti-HAV IgG), mumps IgG, measles IgG, rubella IgG, and varicella zoster virus (VZV) IgG levels of health vocational high school students who applied for or completed an internship in our hospital were analyzed retrospectively. Results: Of 946 students with complete routine childhood vaccination (median age 17 years, range 15-18 years; 75.7% female), anti-HBs was positive in 82.6%, anti-HAV IgG in 14.7%, measles IgG in 76.2%, mumps IgG in 88%, rubella IgG in 96.8%, and VZV IgG in 91.7%. There was a statistically significant but negligible positive correlation between anti-HBs level and age (r= 0.072, p= 0.029). There was no difference in the seroprevalence of anti-HBs, anti-HAV, MMR, or VZV antibodies by gender (p> 0.05). Conclusion: The seroprevalence of hepatitis A, measles, and hepatitis B antibodies was found to be low among the health vocational high school students in this study. It is important to determine students’ immunity to vaccine-preventable diseases and take precautions before starting vocational high school. ©Telif Hakkı 2024 Çocuk Enfeksiyon Hastalıkları ve Bağışıklama Derneği.

The total quality management standards in vocational training and education are crucial for reforming the vocational training system to overcome the shortage of skilled labour in the domestic labour market and diversify the country’s income by exporting surplus labour to foreign markets. To support economic growth, especially in priority sectors, it is necessary to adhere to total quality management standards in Vocational Training and Education (used in the process of Institutional and Program Accreditation of educational institutions in Libya and Algeria). The article investigates the compliance of vocational training and education in Algeria with these standards (based on the example of the Center for Vocational Training and Apprenticeship “Ould Cheikh El Arabi” in Relizane). The solution to this research problem is relevant, among other things, because, thanks to regulated state programs in such sectors as construction, public works and agriculture, the Algerian government has allowed construction and contracting companies to hire foreign labour from China, Turkey, Egypt and other countries, which has led to an increase in unemployment in the domestic labour market. That is why it is relevant to identify why the Algerian labour market cannot provide qualified labour to meet the needs of supplier companies and contractors. The study is based on the survey of a random sample of 150 students, 40.43% of the total number of students enrolled at the Centre. To ensure the clarity and coherence of the questionnaire, a preliminary study was conducted with a random selection of 25 students, eliminating linguistic and methodological imbalances. 6 expert reviewers confirmed the validity of the questionnaire content. Reliability was confirmed using Cronbach’s alpha test. The questionnaire’s content is structured according to five main criteria contained in the Total Quality Management Standards in Vocational Training and Education, each consisting of a set of indicators and measures to assess the fulfilment degree of the criterion. They evaluate the quality of educational and training programs (6 paragraphs), the quality of teaching staff (6 paragraphs), the quality of students’ affairs (8 paragraphs), the management quality of the educational institution (9 paragraphs), and the quality of structures and services (10 paragraphs). During the questionnaire, students expressed their opinion on the importance of a particular criterion using a five-step Likert scale. Based on the results, the arithmetic means, and standard deviations of the degree of students’ approval of the importance and fulfilment degree of each criterion as a whole and its individual paragraphs were calculated. The influence of these criteria on the dependent variable − the quality of training − was assessed using the Pearson correlation matrix. Based on the study results, several recommendations have been investigated to improve the quality management efficiency of training and education at the Centre. © 2024 by the author.

This article presents a thematic and bibliometric analysis of articles (n = 222) published in the International Journal of Work-Integrated Learning from 2018 to 2023. The thematic analysis revealed eight key themes on which the work-integrated learning (WIL) research community has focused. An analysis of research methodologies shows a bias toward qualitative inquiry. An analysis of authorship revealed an overwhelming representation of authors from developed, English-speaking nations (e.g., Australia and Canada), a high occurrence of multi-authorship (85% of articles), a lower occurrence of multi-institutional authorship (39% of articles) and even lower occurrence of multinational authorship (12% of articles). The findings will be useful for WIL scholars seeking to situate their research agendas in contemporary issues of interest to the WIL research community. They also reveal several gaps in approaches to WIL research and collaboration, thus emphasizing the need for the WIL community to expand the research methodologies and global representation. © 2024 International Journal of Work-Integrated Learning. All rights reserved.

This article problematizes the impact of the organization of work-integrated learning (WIL) teacher education on student teachers’ learning at university. The perceptions of university teachers on WIL student´s potential for learning within university-based components are explored. The theoretical perspective of boundary crossing is used to conceptualize what this organization of WIL teacher education entails. Qualitative data was gathered through semi-structured interviews and the analysis revealed that this way of organizing teacher education provides additional benefits for students´ learning at university, but also presents obstacles. When WIL student teachers become central participants in workplaces, it has implications for their campus-based education. These students shift positions, identify themselves as ready teachers, de-identify themselves as students, and demand something else from university studies. This leads to a shift for university teachers who reconceptualize their practices and reevaluate how they can accommodate these student teachers’ acute needs without compromising course content. © 2024 International Journal of Work-Integrated Learning. All rights reserved.