Search Results for
"Students"

The relevance of the study of primary arterial hypotension (PAH) in adolescents is due to the high prevalence of this condition and its significant impact on quality of life, cognitive functions, and academic performance. The purpose of this study was to study the prevalence and risk factors of PAH among high school students in Vladikavkaz, as well as to evaluate the effectiveness of a complex of non-drug interventions. 420 students from grades 9-11 participated in the study. The research methods included questionnaires, blood pressure measurements, assessment of cognitive functions using psychometric tests, and analysis of academic performance. The results indicated that the prevalence of PAH among high school students was 30.5%. Significant differences in lifestyle were found: adolescents with PAH slept an average of 6.8 hours a day (versus 7.9 hours in the control group), spent 5.4 hours a day on gadgets (versus 3.9 hours), and in 58.6% of cases regularly skipped breakfast (versus 32.2%). students with PAH showed a decrease in attention productivity by 22.3%, memory capacity by 18.1%, and attention switching speed by 28.5%. After a three-month course of non-drug correction, which included normalization of daily routine, physical activity, and optimization of gadget usage time, the intervention group (n=64) showed a significant improvement in indicators: an increase in systolic blood pressure from 95.6 to 105.3 mm Hg and diastolic blood pressure from 56.3 to 62.7 mm Hg, a decrease in the frequency of fatigue complaints increased from 93.8% to 40.6%, and improved cognitive performance. © 2025 The Author(s).

To address the shortcomings of traditional vocational education in terms of practical engagement and interactivity, this study focuses on the course raw material preparation and cement production. An innovative instructional model was designed and implemented, integrating virtual simulation, immersive virtual reality (VR) experiences, and a smart learning platform. Built around a four-stage process–train-learn-compete-evaluate–the model emphasizes task-driven learning and competency-based development. The platform records students’ operational behavior in real time, enabling full-process, visualized, and data-driven teaching management and precise performance assessment. Teaching practices have shown that this model significantly improves students’ hands-on skills, learning initiative, and professional competence, while enhancing instructors’ ability to deliver targeted feedback in a timely manner. The results provide a replicable and scalable instructional framework for advancing curriculum reform in vocational education under the smart education paradigm. © 2025 by the authors; licensee Modestum.

Entrepreneurship education is increasingly recognized as an essential element in shaping the entrepreneurial mind-set of university students. This study examines the relationship between entrepreneurship education, entrepreneurial self-efficacy (ESE), and entrepreneurial intention (EI) among university students in Zhejiang Province, China. Grounded in Social Cognitive Theory, it explores how personal beliefs, shaped by education and experience, influence entrepreneurial behavior. It also investigates how demographic factors such as gender, grade level, school type, and entrepreneurial experience affect students’ entrepreneurial outcomes. A quantitative approach was adopted, surveying 482 students from various universities. Data were collected through a structured questionnaire and analyzed using SPSS. Statistically significant differences were observed by grade level and entrepreneurial experience. Senior students reported higher EI (M = 3.85) and ESE (M = 3.81) compared to freshmen (EI M = 3.42; ESE M = 3.67; p < 0.001). Similarly, students with prior entrepreneurial experience scored significantly higher in opportunity recognition (M = 3.98) than those without (M = 3.52; p < 0.001). The study suggests tailoring entrepreneurship education by academic level and experience, emphasizing practical, experiential learning. © 2025 FahrenHouse. All rights reserved.

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This chapter gives a comparative account of the development and gestalt of plurilingualism in two German imperial cities from late medieval times to the beginning of the nineteenth century. It includes a brief overview of their more general religious, political and cultural backgrounds, discusses early forms of vocational language training, focuses on the precarious existence of the 183 Augsburg and Nuremberg masters of languages found in the archives and in eighteenth- and nineteenth-century printed sources, includes a section on the teaching of modern languages to the female gender in early modern times, gives a brief analysis of the surprisingly large corpus of teaching and learning materials available to contemporary foreign language students, and concludes with a short summary of project results. © Willem Frijhofff, Marie-Christine Kok Escalle and Karène Sanchez-Summerer/Taylor & Francis Group 2017.

The purpose of this article is to investigate a framework that intends to prepare future educators for professional pursuits that fall under the umbrella of inclusive education. The authors consider the importance of adapting educational programs and pedagogical methods to the needs of an inclusive environment. The article highlights key elements of the model, such as the development of empathy and competencies to work with diverse categories of students, indepth study of educational psychology and methods of differentiation of teaching. The authors also discuss the role of practical experience and internships in developing the competence of future teachers to work in inclusive environments. Based on an analysis of the effectiveness of this model, recommendations are proposed to improve the quality of teacher training and ensure the successful integration of all students into the educational process. © 2025 IEEE.

The hidden curriculum plays a significant role in shaping students' learning outcomes, which this study reconceptualises as dynamic processes rather than static products, viewed through a postmodern lens. Utilising a bibliometric analysis, this research explores the scholarly discourses on the hidden curriculum in education and its influence on these dynamic learning outcomes. It investigates publication trends, prolific authors and significant works. Citation analysis and co-word mapping trace the evolution of research paradigms, while content analysis identifies key thematic areas. By bringing the hidden curriculum to the forefront of this analysis, the findings reveal its crucial role in shaping learning outcomes for the social work profession and its impact on students in schools. The study concludes by suggesting directions for future research, emphasising gaps and under-represented issues in the current literature. © 2025 British Educational Research Association.

Discussions of student writing in (mainly traditional) universities have highlighted tensions between hegemonic expectations and more participatory writing practices which could better serve an increasingly diverse student population. Our paper extends this discussion in an investigation of writing in vocational disciplines. Based in a teaching-intensive university in the UK, our ethnographically informed data collection activities include focus groups with post-compulsory teacher educator colleagues and an auto-ethnographic examination of student writing tutorials, providing a detailed insider perspective and contributing to understanding of academic literacies in vocational disciplines. We argue that the above two-way tension (hegemonic-academic versus dialogic-participatory) is complexified in practice-based fields by the values of the professional domain, which constitute a third set of writing practices towards which lecturers (and students) are drawn. This can amplify the constraints on developing participatory approaches, but may also offer opportunities for lecturers to align their academic and professional values and practices to better support students’ writing development. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: China’s rapidly expanding aviation industry has created an urgent need for a motivated and professionally committed workforce. This study examined whether internship experience influences aviation students’ career motivation and professional attitude through the mediating role of professional identity. Methods: A cross-sectional survey was conducted with 414 aviation service students using validated psychological measures. Mediation analysis was performed using PROCESS Model 4 with 5,000 bootstrap samples. Gender and first-choice major were included as covariates. Results: Higher-quality internship experiences significantly enhanced students’ professional identity, which strongly predicted both career motivation (β = 0.50***) and professional attitude (β = 0.48***). Professional identity partially mediated the effect of internship experience on career motivation (indirect effect = 0.30) and fully mediated its effect on professional attitude (indirect effect = 0.24**). Discussion: These findings demonstrate that internships shape students’ long-term career outcomes primarily by strengthening their professional identity rather than through direct experiential effects alone. Professional identity is therefore a critical psychological mechanism in aviation talent development, emphasizing the need for identity-supportive internship programs. © © 2025 Wang.

The objective of this study was to examine the effectiveness of a practice-oriented approach in teaching Python programming to students in Kazakhstan. The study participants comprised students from a control group (CG) and an experimental group (EG), with 89 students in each group. The mean age of the participants was 20 years. The sample included 93 male students and 85 female students. The CG followed a traditional teaching methodology, whereas the EG was instructed using an innovative approach. The applied research methods included theoretical and practical tests, surveys, and interviews with instructors. The results demonstrated that the average score in the theoretical test increased from 67.8 to 82.1 (p = 0.0001) for the EG, whereas the CG’s score improved from 65.2 to 71.3 (p = 0.0002). During practical testing, the average score for the EG rose from 70.7 to 81.9 (p = 0.0003), while the CG’s score increased from 70.1 to 77.3 (p = 0.0001). The findings suggest that the practice-oriented approach contributes to the enhancement of theoretical knowledge, practical skills, and student engagement in Python programming education. The practical significance of the results lies in determining the effectiveness of innovative teaching methods in fostering both theoretical and practical competencies. © 2025 the author(s), published by De Gruyter, Berlin/Boston.