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"Students"

In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education. Recommendations for future research and practice are discussed. © Hammill Institute on Disabilities 2025.

The purpose of this study was to describe university students' beliefs from their experience using neuroeducation strategies that promote participation during classes. This study was conducted in a qualitative paradigm and used a phenomenological method to understand the beliefs and experiences of students. Data were gathered through interviews based on a script, involving participants from a Digital Animation course at two Peruvian universities. Five neuroeducation strategies were implemented, focusing on understanding their impact on participation. The findings revealed that students show a favorable belief of these strategies; particularly valuing gamification, as it allows students to engage playfully in class activities, improving their performance. However, cooperative learning presented challenges, because of the low levels of participation and lack of commitment from some group members. The conclusion of this study is that neuroeducation strategies promote participation and performance when applied with balance and suitably to student needs. Teachers have a significant role as facilitators to promote participation in classes, by applying these strategies to create an engaging environment for learning. Practical implications emphasize the significance of integrating gamification into teaching strategies to promote participation and addressing group dynamics in cooperative learning to ensure fair contribution. These insights can be valuable for teachers and institutions in implementing effective neuroeducation strategies. © 2025 by the authors; licensee Learning Gate.

Objective. The objective was to establish consensus-based competencies for oncology within physical therapist professional education programs in the United States. Methods. A mixed-methods approach implementing a sequential exploratory design that included 3 phases was used to establish oncology competencies for physical therapist professional education programs. Participants in each phase were physical therapists representing diverse practice settings, experience levels, and geographical regions. Student physical therapists were included in phases 2 and 3. Three online focus groups were followed by an in-person group discussion to establish cancer-related themes, domains of practice, and competencies. Participants evaluated the competencies in a 3-round modified Delphi study for relevance and clarity. Each competency required 80% consensus using a Likert scale (1 = not at all relevant/clear, 5 = extremely relevant/clear). It was not accepted if a competency did not meet the 80% threshold by the end of round 3. Results. Six domains of practice and 28 competencies were developed and evaluated. Within the 6 domains, 21 competencies were accepted: general cancer concepts (n = 4), musculoskeletal system (n = 3), neurologic system (n = 5), integumentary system (n = 2), cardiovascular and pulmonary system (n = 5), and involvement of multiple systems across the lifespan (n = 2). Along with the 21 competencies, participants also recommended 11 overarching oncology themes to incorporate into physical therapist professional education programs. Delivering cancer content using a body systems approach was recommended. Conclusion. As the number of survivors of cancer continues to grow, integration of these essential competencies within physical therapist professional education programs will improve the profession’s capacity to provide quality care to meet the societal need of persons living with and beyond cancer. Impact. Academic and clinical educators should integrate these competencies to ensure that physical therapist professional education programs appropriately prepare physical therapists for providing care for persons living with and beyond cancer across the lifespan. © The Author(s) 2024. Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved.

The study aims to develop and examine the Project-Building Information Modeling (Pro-BIM) instructional strategy in improving BIM literacy for students in the fields of architecture, engineering, and construction. The participants consisted of two industrial BIM practitioners, two CEE instructors and 28 students enrolled in designed course were selected purposively for convenient sampling. This study adopted Design-Based Research (DBR) method. Data collection techniques included: (1) observation, (2) interview, (3) FGD, (4) test, and (5) documentation. Qualitative data analysis techniques were data collection, data presentation, and conclusion while quantitative data analysis techniques included descriptive analysis. The results indicated that: (1) analysis and exploration were literature review, design analysis, cost, and sustainability, (2) design and construction included six steps of Pro-BIM and the increasing of student’s BIM literacy, and (3) evaluation and reflection included FGDs producing positive perceptions of students, lecturers, and educational practitioners. This study concludes that the Pro-BIM learning strategy is effective in improving BIM literacy among AEC students through the integration of BIM technology into relevant courses. The study indicates that the integration of Pro-BIM learning strategies into the AEC higher education curriculum improves student’s understanding and skills in applying BIM technology. © 2025 TEMPUS Publications.

Purpose: This study aims to assess the level of sustainability competencies among full-time students and professional students, foresee any noteworthy change in students’ competencies after applying teaching pedagogy and determine whether lecturing is an effective teaching pedagogy for developing all five sustainability competencies in both cohorts. Design/methodology/approach: The presence and development of competencies after varying pedagogical practices are assessed using a pre-/post-test based on two case studies. This research approach of comparative case study is more advanced and is particularly useful when seeking to understand differences and similarities between distinct entities, which in our case were students of two different capacities. The study targets two cohorts: the first includes 15 professional students with considerable industry experience, while the second consists of 24 full-time students without industry exposure. Findings: The study revealed that professional students have more sustainability competencies than full-time students. Also, lecturing is an effective pedagogical practice when all five sustainable competencies have to be enhanced in full-time students. In contrast, lecturing does not work for interpersonal competence in professional students. Research limitations/implications: There are certain limitations of the study that future researchers undermine. Firstly, the study was conducted only on business students at Bahria University. Secondly, the sample size for the study is small as the data were qualitative, and the researchers had time constraints. Thirdly, the effectiveness of only one teaching pedagogy has been gauged in the current research. Practical implications: It is recommended that higher educational institutions (HEIs) of Pakistan introduce sustainability courses or programs to its students to spread awareness among learners and develop sustainable competencies. All service and production industries in Pakistan should train their employees in sustainable practices so that hazardous impacts in the future can be reduced. It is a need of time for the country to move a step ahead towards sustainable development goals. Originality/value: This research contributes to education for sustainable development (ESD) in Pakistan. Pakistan is a developing country that is far behind ESD. Therefore, this study identifies how sustainability education can become a part of the academic system. It also identifies the need for sustainable education not only for students but also for professionals. It also identifies teaching pedagogy required for developing sustainability competencies and is relevant to learners’ exposure. © 2025, Emerald Publishing Limited.

This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. © The Editor(s) (if applicable) and The Author(s) 2025. This book is an open access publication.

Qualified professionals with relevant competencies and skills are crucial for the continuous improvement of professional practice in response to job demands and technological changes. This study aimed to identify and formulate the current and future employability skills that employers value when graduate building surveyors apply for entry-level positions, from a global perspective. A systematic review of the databases such as ScienceDirect, Scopus, and Web of Science (WoS) identified a total of 42 relevant papers. This review was conducted following the guidelines of the systematic literature review (SLR) and the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Upon closer examination of these articles, five major themes emerged: knowledge and understanding, cognitive skills, functional work skills, personal and entrepreneurial skills, and ethics and professionalism. These five themes were further divided into 11 sub-themes and 36 skill elements. Despite the novelty of this article, several recommendations are made for conducting further real-world studies to gain a broader perspective on the employability skills required. Such studies should consider the views from students, graduates, employers, and university lecturers in the context of employability skills for building surveyors, thereby promoting professional competency in the built environment and construction industry practices. © 2025 Informa UK Limited, trading as Taylor & Francis Group.

The COVID-19 pandemic has indeed impacted societies across the globe in a unique and multifaceted way. Unlike wars, recessions, or natural calamities, which tend to affect specific regions or populations, the pandemic caused a global disruption, with different regions experiencing varying levels of crisis and response. The pandemic has brought about unique challenges for the educational system, especially in countries like India, where issues like poor internet connectivity, lack of familiarity with technology, and unsuitable learning environments have exacerbated the difficulties. There is an urge to move the teaching and learning process online. Thus, it is worth investigating the students' performance in online teaching. It provides insight into how the course learning outcome values are achieved during a pandemic. In this article, the assessment of course-level outcomes on professional college final-year student subjects is being studied and considered. Each examination has been considered based on defined learning outcomes. The study was conducted for two consecutive academic semesters. One is pre-COVID-19 and the other is post-COVID-19. A fuzzy mathematical tool measures the course learning outcome (CLOs). The result shows that the effectiveness of online teaching during COVID-19 can be achieved based on the CLOs. The impact of CLOs depends on the student's performance. This kind of analysis could yield useful insights for educators and policymakers on the effectiveness of online education during crises like the COVID-19 pandemic. By understanding the factors influencing students' ability to achieve CLOs online, the study can help design better support systems, tools, and strategies for future digital learning. © Bharati Vidyapeeth's Institute of Computer Applications and Management 2025.

Young people today often complete several internships before starting their full-time careers. Although there are various perspectives on internships based on different academic traditions, the specific topic of motivation in internships from a sociocultural perspective is rarely examined. This study explores the internship experiences of 18 students and graduates in the UK, using the concept of motive from cultural-historical activity theory. It identifies two main motivational orientations among interns regarding their work in internships (i) an orientation towards exploring professional practice to gain insights into personal aspirations and preferences, often described as ‘tasters’ or ‘try before you buy’ experiences; (ii) an orientation towards learning to work as a novice professional and preparing or competing for full-time roles, commonly referred to as ‘a foot in the door’ in a chosen profession. The study discusses the implications of these findings for vocational learning literature such as the limitations of the apprenticeship model of learning when researching young people’s aspirations and internships. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper studies the classroom teaching mode under the category of innovative learning methods to improve the "innovative skills" scores of first-year education students in University. And learning is certainly different from the research of scientists; however, it also requires students to dare to get rid of the old, dare to make new, and dare to explore what they have learned with multiple ways of thinking. This study aims 1) to Use creativity-based learning to enhance the innovation skills of education major students. 2) to Compare the innovation skills of education major students before and after the implementation of creativity-based learning. This study mixed research method of both qualitative and quantitative approaches. An innovative research methodology was adopted, which is a comprehensive innovation project composed of components such as classroom activities, current teaching conditions, innovation topics, and questionnaires. The sample group consists of 100 first-year education major students from Chengdu Normal University in Chengdu, China, who were randomly selected through cluster sampling. The findings that the average score of students before learning training course was 98 points, and after learning training course, it increased to an average of 144 points, with an average difference of 56 points. The results indicate that after learning training course is better. In summary, the study on enhancing the innovative skills of education students through creative based learning demonstrated significant improvements. © 2025 Journal of Ecohumanism.