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"Students"

Background: Social–emotional learning (SEL) is crucial to the development of professional identity and collaborative competence in medical education. However, research exploring how teaching assistants (TAs) act as affective mediators to support SEL in project-based service-learning (PjBL-SL) is lacking. The present study investigated two research questions: (1) How do the roles and facilitation strategies adopted by TAs in PjBL-SL influence the development of medical students’ SEL competencies? and (2) How do TAs interpret students’ SEL growth trajectories during the course? Methods: This qualitative study was conducted in a required PjBL-SL course at a Taiwanese medical school. In August 2022, semi-structured interviews were conducted with 11 TAs. Thematic analysis was used to examine their observations and strategies to support student SEL competency development. Results: The TAs reported observing substantial student growth across all five SEL competencies defined by the Collaborative for Academic, Social, and Emotional Learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The TAs described how students engaged in perspective-taking, reflective practice, and collaborative problem-solving. The TAs viewed themselves as affective mediators, providing emotional safety, attentive feedback, and tailored guidance throughout the learning process. A dual-layer TA support system—consisting of precourse training grounded in the sequenced, active, focused, explicit principles and ongoing in-course reflective dialogue—was a key enabler of this emotional support role. Conclusion: TAs in PjBL-SL courses are crucial to supporting medical students’ SEL competency development by offering emotionally attuned, context-sensitive guidance. This study’s dual-layer model of TA preparation and engagement can enhance the emotional dimensions of learning in medical curricula. © © 2025 Liao, Hung, Chen, Chen, Ting and Chang.

This article explores the key elements and application of Ubuntu as a humanising pedagogy within nursing education, highlighting its potential to foster culturally responsive and inclusive learning environments. Although indigenous philosophies like Ubuntu have historically been marginalised in formal nursing education in South Africa, they provide a powerful framework for restoring students’ identities and bridging the gap between traditional curricula and the expectations of patients for culturally informed care. Rooted in African traditions of communal interconnectedness, Ubuntu holds significant promise for addressing the health needs of diverse populations by cultivating empathy, compassion and social justice. A systematic search strategy, using keywords related to Ubuntu as a humanising pedagogy in nursing, was applied across multiple databases to identify relevant qualitative research. A meta-synthesis of 14 studies was conducted using Noblit and Hare’s (1988) meta-ethnographic approach, synthesising the literature on Ubuntu as a transformative pedagogical approach. The analysis identified key elements of Ubuntu and its application in teaching and learning practices, emphasising self-awareness, nurturing positive relationships, implementing responsive instructional practices, fostering teamwork and leveraging students’ linguistic resources for meaningful learning. The findings reveal that Ubuntu fosters transformative learning by promoting personal and collective growth, enhancing cultural competence and challenging dehumanising practices. Integrating Ubuntu into nursing education can bridge cultural gaps, contribute to the development of socially just healthcare professionals and enrich nursing practices by aligning educational outcomes with the needs of diverse communities. © © 2025 Vhothusa Edward Matahela. Nursing Forum published by John Wiley & Sons Ltd.

Background: Global health care education that cultivates international orientation is important for providing medical care in consideration of diverse backgrounds and collaboration with foreign medical professionals. Virtual international exchange programs could be a new type of global education in the present postpandemic era. Objective: This study aimed to examine the effectiveness of a virtual international exchange program in fostering quality academic and professional learning and international orientation from student perspectives across 5 countries. This research is expected to contribute to education for the development of global human resources in the health professions. Methods: This quasi-experimental study used a before-and-after design using a convergent parallel mixed methods approach. In this study, a 5-day interactive virtual program was offered to occupational therapy students from Bangladesh, Indonesia, Japan, the Philippines, and Thailand. The students were asked about their expectations and international orientation before the program, and about their evaluation of the program and international orientation afterward. Numerical data from a questionnaire on program expectations and evaluations were analyzed using descriptive statistics. Data on international orientation were subjected to qualitative analysis using steps for coding and theorization. Results: In total, 29 students participated in the program, out of which 12 students (response ratio 41.4%) answered the research questionnaires both before and after the program. Overall, the students’ expectations of the program were met in terms of expertise, scientific learning skills, and group interactions. Comparing before and after the program, mean scores of how the program met expectations increased, and the mean scores after the program in all 12 items asking about program evaluation were from 3.8 (SD 1.19) to 4.9 (SD 0.67; range: score 1 [lowest]-5 [highest]). Even though their motivation for participating in the program was not specific before the program, after the program, they reported having a more concrete image and specific form of what they learned from an international perspective. The participants enjoyed communication with others from diverse backgrounds while recognizing the difficulty of understanding different values. They also expressed satisfaction with their understanding of occupational therapy professionals and diverse societies, including medical systems from other countries. Conclusions: Even though the analyzed sample data were small, these findings suggest that the program in this study may provide the participants with valuable opportunities. The virtual exchange program could foster students to cultivate qualities such as problem-finding or problem-solving and having interactions with groups from diverse backgrounds. © Natsuka Suyama, Kaoru Inoue, Norikazu Kobayashi, Anuchart Kaunnil, Supatida Sorasak Siangchin, Muhammad Hidayat Sahid, Erayanti Saloko, Sk Moniruzzaman.

Outcome-Based Education for Engineering Educators presents a student-centered approach that aims to produce graduates with a well-rounded skill set, ready to contribute effectively to the engineering profession and adapt to the dynamic nature of technology and industry. It places an emphasis on preparing students for real-world applications and ensuring they acquire the necessary skills and knowledge to excel in their future careers. Instead of focusing on fulfilling accreditation requirements, the book discusses the constructive alignment between learning outcomes, authentic assessments, and teaching-learning activities. It demonstrates how defined learning outcomes should be aligned with the broader goals and objectives of the engineering program that reflect industry needs, technological advancements, and professional standards. The book shows how curriculum may integrate theoretical knowledge with practical applications, hands-on projects, and real-world problem-solving exercises. The book is intended for engineering educators studying and incorporating evidence-based teaching practices. It will also interest graduate students taking courses in engineering management and higher education pedagogy. © 2026 Faris Tarlochan.

In an era defined by rapid technological advancement and shifting workforce demands, business education undergoes a transformative evolution. The integration of artificial intelligence (AI), a focus on skill development, and the rise of hybrid and blended learning models reshapes how future business leaders are trained. These innovations enhance the accessibility and personalization of education while aligning curricula with the needs of the global economy. As institutions adapt, the intersection of technology, pedagogy, and real-world application helps prepare future professionals. Innovating Business Education: AI, Skill Development, and Hybrid and Blended Models explores how emerging technologies like AI, along with evolving teaching methods such as hybrid and blended learning, transform the landscape of business education. It examines the shift toward practical, skills-based learning and how these innovations better prepare students for the demands of a changing global workforce. This book covers topics such as educational technology, professional development, and behavioral analytics, and is a useful resource for business owners, educators, computer engineers, academicians, researchers, and scientists. © 2026 by IGI Global Scientific Publishing. All rights reserved.

The integration of Large Language Models (LLMs) into Creative Project-Based Learning (CPBL) enhances student engagement and creativity. This chapter proposes a framework embedding LLMs within CPBL using the Double Diamond model, guiding students through Discover, Define, Develop, and Deliver. LLMs serve as cognitive tools for idea generation, refining problem statements, and articulating outputs. The framework highlights prompt engineering, ethical considerations, and educator guidance to maintain student agency and ensure responsible AI use. The integration is evaluated using quantitative methods (Ennis’ taxonomy, modified Torrance Test of Creative Thinking) and qualitative methods (interviews, prompt analysis). Findings suggest LLMs improve student autonomy, divergent thinking, and collaboration, offering valuable insights for educators and instructional designers. The chapter also explores future research into AI’s pedagogical and ethical impacts in education. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Migration and inclusion into education systems are pressing concerns for European societies, where significant gaps in educational attainment persist between non-EU and EU nationals. This chapter investigates the educational opportunities and constraints for migrant students in European countries, highlighting the different challenges education systems face in accommodating increasingly diverse student populations. Using aggregate data from sources such as Eurostat, TIMSS, and PISA, it provides a comparative analysis of migrant-native gaps across European countries. To further explore cross-country variations, the chapter reviews relevant empirical literature from six European countries with varying proportions of migrant students and distinct educational outcomes: Finland, Sweden, Spain, Portugal, Belgium, and Estonia. These countries exemplify diverse institutional settings and highlight persistent challenges such as school segregation, socioeconomic disparities, and language barriers. The chapter also presents a case study of Andalusia, a southern Spanish region with a significant migrant population, reanalyzing qualitative data from expert interviews to explore localized integration practices. Findings reveal that while language barriers remain a critical issue, integration efforts are hindered by assimilationist educational policies and broader political narratives emphasizing control over inclusion. The multimethodological approach taken in this chapter calls attention to the ambiguity of inclusion as a concept, given the multiple goals and outcomes associated with educational integration policies. The research underlines the need for more comprehensive studies to clarify effective educational practices and to reduce segregation by migration background and ensure the long-term well-being of European societies. Despite these challenges, the chapter underscores the strategic role of education as an investment in social and economic well-being for all. © 2026 selection and editorial matter, Sergio Moldes-Anaya, Rosa Maria Soriano Miras and Harlan Koff; individual chapters, the contributors.

This paper is exploring De-employability both as a concept and process using sociological theory of AGIL modelling. With South Africa celebrating more than 30 years of democracy, a lot has been achieved especially in terms of affirmative action particularly racial and gender disparities redressing, even though this view is contested. Women empowerment through social policy is one of the trademarks that make South Africa different from her continental counterparts, over the past 03 decades we have seen female representation in fields that were previously male dominated. Mining, engineering; and general to executive management is evident in this regard. These achievements can be attributed to the conflict school of thought through the feminist frameworks. During apartheid in South Africa, Black South African males were disadvantaged, like other disadvantaged groups and were hoping for improved living conditions. Affirmative action aimed to address past inequalities, but the introduction and implementation of gender-based social policies among Black South Africans are causing a crisis that will require attention in the coming decades. For example, the Employment Equity Act applies to all types of employment, including internships and entry-level jobs, where black male students directly from university are at high risk of unemployment because of policies that prioritise black women over black men. This paper employs a qualitative research systematic review using the analytical realism paradigm. The paper discusses the structural de-employability of Black South African male graduates, arguing that de-employability is a concept rooted in understanding causal mechanisms. The argument is that theoretical models, like Parson's sociological theory, should reflect true causal structures related to the unemployment of these graduates, rather than just simplifying phenomena through models with unrealistic assumptions. This paper integrates analytical realism with grounded theory to offer a precise and abstract sociological concept of de-employability, critiquing instrumentalist approaches for their lack of realism. It contrasts with other scholars who use grounded theory purely as a paradigm, whereas this paper uses it as a research design to produce the new idea of de-employability based on Parson's AGIL model. The academic literature has not yet paid attention to the negative impact of this social policy on the employability of black South African men, despite their qualifications. Findings suggest that the latent function of the gender skewed social policy has failed to deliver the democratic gains for black South African males, the anomie of the same person remains unaccounted for. This study therefore recognises the systematic exclusion of Black South African Males from employment opportunities as De-employability and should be addresses using AGIL sociological model. © Authour(s).

As career opportunities in the agricultural industry continue to increase, there is an ongoing need for trained graduates to meet workforce demands. Though technical knowledge is important, agribusiness organizations have emphasized the importance of higher-order behavioral skills, such as problem-solving, decision-making, organization, teamwork, and communication. Undergraduate research, broadly defined as scientific inquiry, creative activity, or scholarship which produces some original work from students, it also builds transferrable workforce skills. Using social constructivist and experiential learning theories, this qualitative case study explored the role of undergraduate student research in developing graduates who are prepared to meet the needs of industry and future careers through the perspectives of industry and university professionals. Participants thought that students with strong research skills would greatly benefit their future employers, regardless of that organization’s need for research. The following themes were identified in relation to the research questions: (1) Success in the workplace is more than technical knowledge; (2) Research skills are desirable workforce skills; and (3) Social science research can address agricultural issues alongside industry. Although participants’ experiences with research varied, they viewed undergraduate research as an opportunity for students to increase their workforce readiness by developing higher-order behavioral skills. Framing undergraduate research as an opportunity to intentionally network and build skills for their future careers may encourage more students to participate in research. However, faculty must be intentional when designing and delivering learning opportunities, taking time to understand students’ career goals, identifying topics of interest, and encouraging reflection. © 2025, New Prairie Press. All rights reserved.

This study investigates the integration of Artificial Intelligence-Generated Content (AIGC) to elevate pedagogical standards and foster industry-relevant innovation capabilities among students in vocational college visual communication design programs. Through a mixed-methods approach—incorporating systematic literature review and surveys of students and instructors at a vocational institution—the research evaluates AIGC’s impact on student competencies and employability outcomes. Findings indicate strong stakeholder interest in AIGC adoption, with the majority of students prioritizing practical applications and experienced instructors embracing AIGC despite skepticism toward conventional pedagogical methods. Notably, respondents affirmed AIGC’s potential to enhance creative processes and instructional efficacy. Based on empirical evidence, the study proposes actionable pedagogical reforms and strategic technology integration frameworks. These recommendations enable vocational design curricula to dynamically align with technological advancements and industry demands, ensuring graduates acquire competitive, future-oriented skills essential for the AI-driven workforce. © 2025 Informa UK Limited, trading as Taylor & Francis Group.