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The monolingual mindset in countries that don't use English as their main language has the belief that learning English is far longer than learning first language or mathematics. Even though several studies have shown that bilingual literacy (i.e. Indonesian and English) and mathematics can be studied together as long as their first language literacy is good enough. This article examines how to develop teaching modules using a project-based learning approach to improve students' bilingual numeracy at the junior high school level. The priority of this teaching module is literacy which is developed not only in Indonesian numeracy literacy but also in English numeracy literacy. The development of this teaching module refers to the development model of Thiagarajan, Semmel and Semmel namely: define, design, develop and disseminate. This teaching module involves expert assessment, so that prior to conducting field trials the learning device has been revised based on the assessment and input of experts. From these results obtained teaching modules with a project based learning approach that has high validity and practicality. This teaching module also received a positive response from teachers and junior high school students. © 2024 Author(s).

Introduction:In continuing professional development (CPD), educators face the need to develop and implement innovative assessment strategies to adhere to accreditation standards and support lifelong learning. However, little is known about the development and validation of these assessment practices. We aimed to document the breadth and depth of what is known about the development and implementation of assessment practices within CPD activities.Methods:We conducted a scoping review using the framework proposed by Arksey and O'Malley (2005) and updated in 2020. We examined five databases and identified 1733 abstracts. Two team members screened titles and abstracts for inclusion/exclusion. After data extraction, we conducted a descriptive analysis of quantitative data and a thematic analysis of qualitative data.Results:A total of 130 studies were retained for the full review. Most reported assessments are written assessments (n = 100), such as multiple-choice items (n = 79). In 99 studies, authors developed an assessment for research purpose rather than for the CPD activity itself. The assessment validation process was detailed in 105 articles. In most cases, the authors examined the content with experts (n = 57) or pilot-tested the assessment (n = 50). We identified three themes: 1-satisfaction with assessment choices; 2-difficulties experienced during the administration of the assessment; and 3-complexity of the validation process.Discussion:Building on the adage "assessment drives learning," it is imperative that the CPD practices contribute to the intended learning and limit the unintended negative consequences of assessment. Our results suggest that validation processes must be considered and adapted within CPD contexts. © 2024 Lippincott Williams and Wilkins. All rights reserved.

Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine the existing definitions and metrics used to assess feedback literacy (or parts of its concepts) for health professions education. A systematic search was conducted on six databases, together with a manual search in January 2023. Quality of the included studies were appraised using the COSMIN Checklist. Information on the psychometric properties and clinical utility of the accepted instruments were extracted. A total 2226 records of studies were identified, and 11 articles included in the final analysis extracting 13 instruments. These instruments can be administered easily, and most are readily accessible. However, ‘appreciating feedback’ was overrepresented compared to the other three features of feedback literacy and none of the instruments had sufficient quality across all COSMIN validity rating sections. Further research studies should focus on developing and refining feedback literacy instruments that can be adapted to many contexts within health professions education. Future research should apply a rigorous methodology to produce a valid and reliable student feedback literacy instrument. © 2024 The Authors

This article draws on existing research, including publicly available data, to identify changes in Colombian HE which have led to its progressive massification and neoliberalisation. These include the introduction of standardised testing; endogenous and exogenous privatisation (Ball and Youdell, 2007); the expansion of the country’s non-income contingent loan scheme; cost-cutting and cost-sharing; and the Government of Colombia’s prioritisation of technical and technological (T&T) education. The article then explores some implications of this neoliberal massification of Colombian HE for the achievement of the UN’s sustainable development goals in general and more specifically Sustainable Development Target 4.3, which is the only target to explicitly reference inclusion in HE. The analysis suggests that although some neoliberal policies may have broadened access to HE for some Colombians from low-income and rural backgrounds, they are not consistent with a sustainable development agenda. Reasons for this include the large number of student loans recipients who are in arrears; the use of public money to finance students’ courses in private higher education institutions (HEIs); the prioritisation of T&T education which leaves limited room in Colombian HE for the ‘full development of the human personality’ (OHCHR, 2022: article 13.1); and the country’s overreliance on non-renewable resources for its economic prosperity. The paper ends with some proposals for disrupting the ongoing neoliberalisation of higher learning in Colombia such as the replacement of the country’s non-contingent loan scheme with an income-contingent model; improving the efficiency and accountability of state-run T&T programmes; the granting of student loans only for courses at accredited HEIs; the provision of loans to accredited private HEIs only in cases where no public alternative exists; the abolition of tuition fees in public HEIs for the poorest students; the introduction of stipend-supported internships; and the promotion of Civic Education. © The Author(s) 2023.

Background: Prehospital deliveries are fairly rare in the ambulance care system. Since it is almost impossible to gain experience via emergency calls alone, they rank third in the perceived fear of emergency physicians. This study aimed to record the experience of prehospital deliveries, current knowledge regarding the topic, the assessment of training and desires to increase competence. Methods: Five qualitative interviews were conducted with participants. Based on the evaluation of these interviews, a quantitative questionnaire was created and made available online. Results: The interviews revealed the categories “emotions before and during the situation”, “training”, “competence”, “personal responsibility”, “dealing with women” and “interdisciplinary cooperation”. In particular, the uncertainty during rescue operations was raised by the respondents. The quantitative survey examined care aspects more closely, including the categories “birth assistance”, “complications of the mother”, “complications of the child” and “initial care of the child”. The highest level of certainty (39.3% “certain” or “very certain”) was reported by the respondents (N = 742) in the primary care of the child. In the other categories they only made up 16–16.2%. Requests for further training and better cooperation with midwives, such as internships or prehospital support, were identified. Conclusion: The vocation training should teach rescue service personnel the necessary competences that they need in these situations. In addition, there should be more opportunities for job shadowing and further training to provide optimal care for mothers and children during deliveries. © The Author(s), under exclusive licence to Springer Medizin Verlag GmbH, ein Teil von Springer Nature 2023.

Artificial intelligence (AI) education has gained popularity, and educators are developing activities to enhance students' AI literacy and promote collaboration in problem-solving. While current approaches using simulations and games can improve students' AI knowledge, they may not adequately prepare them for higher-level cognitive tasks. Only a few studies have explored the use of maker education to develop students' AI literacy. This case study employed a mixed-method approach and integrated AI into maker education to enhance students' motivation, career interest, confidence, collaboration, and AI literacy across low to high cognitive domains. The study involved 35 secondary school students in an AI maker program, where AI-driven recycling bins were employed as a project-based learning intervention. The results demonstrated a positive impact on students' motivation, AI literacy, and collaboration. The study provides design principles and an instructional design framework to assist future educators in creating meaningful maker-based learning experiences in AI education. It highlights the potential of using maker education to enhance students' AI literacy and offers guidance to educators on developing effective AI maker activities. The article also discusses theoretical contributions and practical implications for future research. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.

Introduction: The effort adolescents make determines the risk for dropping out of vocational education and training (VET) early and their chances of graduating upper secondary education. Studies have shown that adolescents' efforts decrease during the transition to upper secondary general education and increases for the transition to VET. In this study, we examined adolescent self-efficacy in lower secondary education, adolescent-instructor relationship (AIR) in VET and general education, and perceived person–environment fit (PEF) as predictors of adolescent effort. Method: We calculated two longitudinal multigroup structural equation models. Group 1 comprised 1266 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to VET with two learning contexts, company and vocational school in Switzerland. Group 2 included 517 (mean age in T1 = 15.7 years; female: 44%) lower secondary education graduates who moved on to upper secondary general education and thus stayed in a school. Adolescents' survey data was collected in 2016 and 2017. Results: Self-efficacy in lower secondary education and AIR in upper secondary education indirectly predicted effort in upper secondary education via PEF, controlling for effort in lower secondary education. Findings were similar for general education and vocational school. However, the effects differed between company and general education (moderation). The positive effect of AIR on PEF was statistically significantly weaker for adolescents in general education than for adolescents in VET and their company learning context. Conclusion: We discuss strategies to enhance adolescents' efforts in upper secondary education. © 2024 The Authors. Journal of Adolescence published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.

Under increasing pressure from quality assurance and other accountability concerns, it is easy to fall into the trap of assessing students only for the sake of assessment. This review aims to help educators rethink assessment in work-integrated learning (WIL) courses with purpose in mind by identifying the assessment methods used to assess student learning in such courses over the last 20 years, together with the underlying purposes of assessment. Based on the analysis of 103 selected articles from four databases and additional searching, 22 assessment methods and seven broad categories of assessment purposes were identified. One key finding is that the assessment of student learning in WIL courses outlined in the results was mainly implemented as assessment for learning to support students’ development as self-regulated, lifelong learners. Based on this finding, we propose three assessment design principles for self-regulated learning with recommendations on how to utilize different assessment methods to their fullest potential in preparing students for their futures. © 2024 Elsevier Ltd

Industry-led employment programmes have emerged to transition autistic people into employment and meet industry labour needs. However, theoretical research is limited in this area, often failing to appreciate the influence of the broader employment ecosystem. In this study, we interviewed 33 autistic employees (n = 29 males, Mage = 29.00 years) from two industry-led employment programmes regarding their experience of the programme’s supports, relationships and impact. We used qualitative content analysis to identify five themes: (1) working involves multiple job tasks that evolve as the employment context changes; (2) workplace relations are diverse and shaped by the type of work and the work environment; (3) workplace needs evolve as autistic individuals navigate the work environment; (4) developing a professional identity in the workplace through mastery and integration; and (5) recommendations for the development of supportive workplace environments for autistic individuals. We describe the way that factors within (e.g. training) and outside the two employment programmes changed and interacted over time to contribute to the participant’s work experience and professional identity. Building on ecological systems theory, our unique contribution to the literature is a new model capturing individual and workplace factors that contribute to the work experience of autistic people who participate in industry employment programmes. Lay Abstract: We asked 33 autistic adults from two industry-led employment programmes about their experiences in the programmes. These are programmes started by companies to recruit and support autistic people in work. We also asked about their workplace supports, relationships and how they thought the programme had impacted their life. Understanding the experiences of people in these industry-led employment programmes is important as the information can help to improve the programmes and participants’ experiences. After reviewing the interviews, we found five themes that best described the employee’s experience: (1) working involves multiple job tasks that evolve as the employment context changes; (2) relationships in the workplace are diverse and are influenced by the type of work participants do and the work environment; (3) workplace needs change as the autistic employees learn to navigate their work environment; (4) autistic employees develop a professional identity in the workplace as they master work and feel more integrated in the workplace; and (5) recommendations for the development of supportive workplace environments for autistic people. We explored the way that aspects of the two employment programmes (e.g. training) and factors outside the programme changed with time and contributed to the participant’s experience. We developed a new model to capture individual and workplace factors that contribute to the experience of autistic people who participate in industry employment programmes. © The Author(s) 2024.

The agricultural sector in India has come to prominence as a source of employment and livelihood. It is one of the most significant informal sectors in the country, and one in which informal learning plays a major role. This article analyses the informal learning of farmers in Coimbatore, Tamil Nadu, India. In the course of this research, qualitative interviews with 34 farmers in Coimbatore were conducted and analysed with regard to informal learning. The findings show that informal learning is lifelong and chiefly takes place at home in a family and peer group context. Informal learning is facilitated by training courses specifically adapted to farmers’ needs, which can help them improve their situation on their respective farms. However, not every farmer attends these courses, indicating a need to strengthen the programmes, conduct information campaigns to raise awareness, and improve accessibility, especially for farmers and agricultural labourers. © The Author(s) 2024.