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The importance of pedagogical innovations in management education for improved learning outcomes has been emphasized by scholars. However, the literature on these innovations has not been systematically synthesized. In this article, we use the 6w framework to provide a review of pedagogy innovations for learning in management education for the 21st century. We orchestrate the prior studies, argue for theoretically informed approaches to evaluate the various dimensions, present the gaps, and provide new measures that would guide advancement and research in this niche area. An integrated pedagogy innovation model framework is proposed from the evaluation of studies that could be used as a baseline for future research. We utilize the theory, context, characteristics, and methodology (TCCM) framework to expand on the research gaps to propose ideas for future research. © 2024 Elsevier Ltd

This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed. © 2024 The Authors. Science Education published by Wiley Periodicals LLC.

Background: Hospitals can be challenging environments for nurses when providing palliative and end-of-life care. Understanding hospital nurses' experiences of their application of palliative and end-of-life knowledge could help direct future education to support such challenging care. Aim: To understand how hospital nurses use knowledge in palliative and end-of-life care situations. Method: Interpretive phenomenology was used to understand 10 hospital nurses' experiences and ability to apply palliative and end-of-life knowledge. Findings: The hospital nurses' experiences of knowledge in palliative and end-of-life care was like Crossing Antarctica: unpredictable due to the changing demands and life course leading to uncertainty with knowledge and feeling helpless. Two themes emerged; Knowledge and uncertainty describes feeling unprepared, lacking in knowledge; knowledge and empowerment describes the nurses experiences of applying their knowledge in clinical environments. Conclusion: The nurses' sense of uncertainly could be attributed to their palliative and end-of-life knowledge being systematic, making it difficult for them to manage uncertain situations. Some nurses were empowered to apply knowledge, others were disempowered, suggesting the ability to apply their palliative and end-of-life knowledge is not determined by knowledge alone but also by the position they held. © 2024 The Author

This research has two goals. First, map the research on entrepreneurship education for non-business students. Second, propose a synergetic framework for the existing research focusing on the relationship between students, universities, and the entrepreneurial ecosystem. Hence, we conducted a systematic literature review to analyze the status quo of the literature and applied a comprehensive bibliometric analysis supported by VOSviewer and Bibliometrix to distinguish the most prominent authors, institutions, countries, seminar articles, journals, and themes. The discussion is grounded on four dimensions of social learning: (i) observational learning in entrepreneurial education, (ii) the role of mentors and peers, (iii) institutional influence on learning, and (iv) the entrepreneurial ecosystem as a social learning environment. Therefore, our research contributes to advancing knowledge in the field of non-business entrepreneurship education through the lens of social learning theory. It sheds light on the entrepreneurial ecosystem surrounding the learning environment and provides a comprehensive overview of the field's current state. From a practical perspective, our study can guide policymakers and educators in designing and implementing changes in entrepreneurial education for non-business curricula. Moreover, it can potentially promote international collaboration and knowledge sharing among stakeholders in the ecosystem. © 2024 The Authors

Introduction: International student mobility (ISM) is increasingly utilised in higher education to allow students the opportunity to engage authentically with cultures outside their own, providing an opportunity for self-growth. These growth opportunities often extend skills such as cultural competency, academic learning and self-efficacy, all of which are important skills for diagnostic radiography graduates. This study explores the motivations, benefits and pitfalls of an ISM program and highlights key considerations for academics considering organising a program within their own university. Methods: This study utilised a combination of individual and small group interviews to collect data about diagnostic radiography students’ motivations, perceived benefits and pitfalls of undertaking ISM. Data were analysed using reflexive thematic analysis and overarching themes were developed. Results and discussion: Three themes were developed from the data, challenges and uncertainty, personal growth, and support. Participants undertaking ISM faced challenges such as cultural differences, as well as feelings of uncertainty. Additionally, they highlighted the importance of organisation in mitigating these challenges. Despite the challenges faced, participants reported significant personal growth and success as a result of the program, integral to this success was the support of their peers and academic advisors. Conclusion: ISM programs may lead to enhanced employability of diagnostic radiography graduates, with integral skills such as teamwork, communication cultural competence being enhanced in participants. The role of support during ISM is integral to the success of the program. It is imperative for academics organising ISM programs at their institutions to deliberately consider the way in which radiography students are supported both before and during the program to enhance the experience and ensure outcomes are maximised. © 2024 The Authors

Objectives: The purpose of this study was to understand the knowledge, attitudes, and willingness of medical students in their clinical internships towards organ donation and to assess how traditional oriental culture plays a role. Methods: This study conducted an online cross-sectional survey using a cell phone application with a self-designed questionnaire based on the Delphi method. This study was conducted among medical students in their internships in hospitals in nearly 20 provinces of China. The questionnaire consisted of 17 main questions and a knowledge quiz. The results were analyzed with descriptive statistics using the software Microsoft Excel 2021 and SPSS 26. Results: A total of 225 medical students participated in this study, distributed among college, undergraduate, and postgraduate clinical internships. 96% of the medical students agreed with the value of organ donation, but the highest willingness to donate the whole body was only 38.22%. Among them, traditional culture, family values, and religious factors played important both positive and negative roles. Conclusion: Medical students have better knowledge about organ donation, but it rarely comes from professional education. Traditional concepts, family values, and religious factors play both a facilitating and hindering role, which can easily lead to moral dilemmas. Although it is not possible to make productive changes in the short term, we could still make improvements through educational changes, research breakthroughs, and institutional improvements. © 2024 Elsevier Inc.

Background For dental graduates, internships are a vital transitional phase that gives them the invaluable opportunity to close the gap between their academic studies and the reality of professional dentistry. Research on dental internships remains limited and most of the existing studies focus on the clinical aspects of dental internships with little attention given to dental interns’ experiences overall. This study aims to bridge this gap in the literature by gaining an in-depth understanding of Saudi dental graduates’ range of experiences as dental interns. Methods To achieve the research objective, this study adopted a qualitative approach. Using purposive and snowball sampling, the study recruited 23 dental interns from Riyadh Province, Saudi Arabia, who had completed at least nine months of their internship. Data was gathered across three months via diaries and virtual semi-structured interviews based on participants’ preferences. The data was then analysed thematically using an inductive analytical strategy. Results The data analysis revealed three major themes and four sub-themes regarding the experiences of dental interns. The core three themes were “activities”, “autonomy” and “transitioning to a balanced life” whereby interns have the time and freedom to explore their interests, rekindle their social lives and focus on self-care, resulting in a better work-life balance. Conclusion This study suggests that dental interns will benefit from the retention and strengthening of key internship activities such as research, community work and clinical rotations. Additionally, the experiences of dental interns can be improved by encouraging interns to progress in their clinical training with a high level of autonomy. Also, due to the limited research in this area, further studies are required to improve our understanding of the lived experiences of dental interns and dental internships in general. ©: © 2024 Sarhan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

In Spain, dual vocational training has recently become a fundamental pillar to train the working population. This article focuses on two objectives: to evaluate the quality of two models of dual VET in Spain and to identify their differences in terms of the following dimensions: Teaching Team, Process, Evaluation and Synergies. To achieve these objectives, a quantitative methodology and a cross-sectional design were used to collect data using an ad hoc questionnaire (37 items) developed based on a literature review and the 14 European quality criteria. The sample consisted of 263 educational institutions. Regarding the results for the first objective, Model B implemented EQAVET with higher quality. With regards to the second, researchers observed that all dimensions received a high or very high comp liance of 70%. However, discrepancies were primarily found in the training of tutors in training centres, quality certification of dual VET and links, and support and cooperation between training centres and companies. This study provides empirical evidence regarding the factors that lead to higher quality dual VET in schools, based on the manner in which the criteria of the European Framework for Quality and Effective Vocational Education and Training (EQAVET) are implemented. © 2024 by the authors.

This article investigates the pedagogical and digital practices of vocational education and training teachers, offering comparative insights from both teacher and student perspectives. To this end, two questionnaires were constructed for teachers and students and then validated by means of inter-judge procedures and expert review. The questionnaires were administered to representative samples of 158 teachers and 309 students in intermediate and higher vocational education and training programs in the Spanish region of Catalonia. Thanks to institutional collaboration, it was possible to obtain both samples by a non-probability sampling technique. The results obtained from the quantitative analyses performed show that while most vocational education and training teachers utilize a combination of active and lecture-based methods, less than a third incorporate online tools, prioritizing institutional platforms. Although both teachers and students acknowledge a diversity of teaching strategies, the latter, particularly female students and those in advanced years or on dual programs, tend to be more critical of the effectiveness of the teaching strategies employed compared to their teachers. The findings underscore the need for vocational education and training programs to enhance digital tool integration and address the varying perceptions of teaching effectiveness to better meet students’ expectations and needs. © 2024 by the authors.

Teacher professional development (PD) is a continuous endeavor aimed at enhancing teachers’ knowledge and skills through relevant courses, serving as an initiative to upgrade their expertise and produce high-quality educators. The introduction of the design and technology (D&T) subject aligns with the needs of 21st-century students, necessitating teachers to upgrade their knowledge and skills in accordance with the current needs. However, reports have indicated that teachers’ knowledge and skills remain at a moderate level for the D&T subject. This paper aims to identify the issues and challenges in the implementation of PD programs for D&T teachers. In this study, a systematic review was employed using systematic search strategy criteria to guide the study. Three databases were used, namely Web of Science (WoS), Scopus, and Google Scholar. In all, 244 articles published between 2019 and 2023 were acquired through keywords and search strings, with 22 studies related to the topic. The study identified insufficient teacher preparedness toward D&T and inferior quality of teacher PD programs as issues, while constraints in teachers’ participation were identified as challenges in implementing PD programs for D&T teachers. These results are expected to assist stakeholders in supervising the implementation of PD programs for D&T teachers, with the aim of maximizing the impact of these programs in enhancing the skills and knowledge of teachers. ©Authors.