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Background: Despite the known benefits of exclusive breastfeeding, global rates remain below recommended targets, with Ireland having one of the lowest rates in the world. This study explores the efficacy of Participatory Action Research (PAR) and Work-Based Learning Groups (WBLGs) to enhance breastfeeding practices within Irish healthcare settings from the perspective of WBLG participants and facilitators. Methods: Employing a PAR approach, interdisciplinary healthcare professionals across maternity, primary, and community care settings (n = 94) participated in monthly WBLGs facilitated by three research and practice experts. These sessions, conducted over nine months (November 2021 – July 2022), focused on critical reflective and experiential learning to identify and understand existing breastfeeding culture and practices. Data were collected through participant feedback, facilitator notes, and reflective exercises, with analysis centered on participant engagement and the effectiveness of WBLGs. This approach facilitated a comprehensive understanding of breastfeeding support challenges and opportunities, leading to the development of actionable themes and strategies for practice improvement. Results: Data analysis from WBLG participants led to the identification of five key themes: Empowerment, Ethos, Journey, Vision, and Personal Experience. These themes shaped the participants’ meta-narrative, emphasising a journey of knowledge-building and empowerment for breastfeeding women and supporting staff, underlining the importance of teamwork and multidisciplinary approaches. The project team’s evaluation highlighted four additional themes: Building Momentum, Balancing, Space Matters, and Being Present. These themes reflect the dynamics of the PAR process, highlighting the significance of creating a conducive environment for discussion, ensuring diverse engagement, and maintaining energy and focus to foster meaningful practice changes in breastfeeding support. Conclusion: This study highlights the potential of WBLGs and PAR to enhance the understanding and approach of healthcare professionals towards breastfeeding support. By fostering reflective and collaborative learning environments, the study has contributed to a deeper understanding of the challenges in breastfeeding support and identified key areas for improvement. The methodologies and themes identified hold promise to inform future practice and policy development in maternal and child health. © The Author(s) 2024.

Background: Bangladesh has a shortfall of health professionals. The World Health Organization states that improving education will increase recruitment and retention of health workers. Traditional learning approaches, in medical education particularly, focus on didactic teaching, teaching of subjects and knowledge testing. These approaches have been superseded in some programmes, with a greater focus on active learning, integrated teaching and learning of knowledge, application, skills and attitudes or values and associated testing of competencies as educational outcomes. In addition, some regions do not have continuous professional development or clinical placements for health worker students, contributing to difficulties in retention of health workers. This study aims to explore the experiences of health professional education in Bangladesh, focusing on what is through observation of health professional education sessions and experiences of educators. Methods: This mixed method study included 22 observations of teaching sessions in clinical and educational settings, detailed analysis of 8 national curricula documents mapped to Global Competency and Outcomes Framework for Universal Health Coverage and 15 interviews of professionals responsible for health education. An observational checklist was created based on previous literature which assessed training of within dimensions of basic clinical skills; diagnosis and management; professionalism; professional development; and effective communication. Interviews explored current practices within health education in Bangladesh, as well as barriers and facilitators to incorporating different approaches to learning. Results: Observations revealed a variety of approaches and frameworks followed across institutions. Only one observation included all sub-competencies of the checklist. National curricula documents varied in their coverage of the Global Competency and Outcomes Framework domains. Three key themes were generated from a thematic analysis of interview transcripts: (1) education across the career span; (2) challenges for health professional education; (3) contextual factors and health professional education. Opportunities for progression and development post qualification are limited and certain professions are favoured over others. Conclusion: Traditional approaches seem to predominate but there is some enthusiasm for a more clinical focus to education and for more competency based approaches to teaching, learning and assessment. © The Author(s) 2024.

Sustainability transformation calls for actors and agents of all types from all organisations and subsectors of society. Thus, sustainability-themed and focused education has become a staple of higher education institutions, and the professionals and expertise produced—through learning of all sorts—have become an integral part of various organisations and their attempts to enact sustainability. A whole range of research and associated educational programmes have been founded, and various frameworks, for example those at the intersection of higher education and sustainability, and professionalism and climate change, have been study and development foci. However, few attempts at qualitative reflection and assessment have been made in this important field with its vital hypothesis that higher level of education, expertise, and professionalism will lead to higher societal sustainability impact by those educated actors. In this article, I propose that the Aristotelian concept of phronesis—as contextual and practical wisdom—can offer a framing for both reasoning about and assessing the qualitative side of being a climate change and sustainability professional. The conditions of being a sustainability professional, and the essence of phronesis thereof, are analysed from thematic in-depth interviews with high-level professionals, representing different organisations from various societal subsectors. © 2024 The Author(s). Sustainable Development published by ERP Environment and John Wiley & Sons Ltd.

Vocational education improves the skill and efficiency of students/learners in addition to their regular courses. Within a short period of such courses, the performance has to be improved for providing professional development. In this article, the fuzzy-based performance improvement validation method (FPIVM) is introduced. This method excels in analyzing the performance of instructor-centered vocational education improvements for varied learners. In this process, the differential performance between various training and learning sessions is identified for identifying the gap in skill improvement. The fuzzy process operates using continuous intervals for performance measures based on instructor and learner scores. This is synchronized based on the existing learner’s skill and the instructor’s efficiency in meeting the vocational course study level. In particular, the fuzzification over the independent (learner and trainer) skill score is updated for new intervals. Such skill scores are classified as high or low compared to the previous outcomes. This improves the change in instructor or mode of education for successive sessions. Thus, the quality and performance of the sessions are retained unanimously for providing better outcomes. The outcomes are revised after each session for sustaining a high learning score regardless of student density. © The Author(s) 2024.

This article aims to design and apply a quality evaluation index system based on Bloom's cognitive domain classification method to evaluate the training quality of big data professionals in universities. With the rapid development of big data technology, the importance of cultivating big data professionals in universities is becoming increasingly prominent. However, the existing training quality evaluation system often lacks systematicity and scientificity, making it difficult to fully reflect the comprehensive abilities of students. This article combines key knowledge of big data in the field of finance and economics with Bloom’s cognitive domain classification method to divide the cognitive process of talent cultivation into six levels: memory, understanding, application, analysis, evaluation, and creation. Through expert interviews and the Delphi method, specific evaluation indicators for each cognitive level were determined, and 18 indicators were extracted. Through data collection and empirical analysis, the performance of students at various cognitive levels was evaluated. The results showed that third year students performed the best on average at all cognitive levels, reflecting their rich learning experience and practical skills. The analysis also shows that there are significant differences in the performance of students at higher-order cognitive levels, with a coefficient of variation of 0.23 for the A1 indicator and 0.84 for the F3 indicator. This indicates that higher-order cognitive activities require higher demands from students, with significant individual differences. Through correlation analysis between various indicators, it was found that the proficiency level of tool usage in the project is strongly correlated with other indicators. Bloom’s cognitive domain classification system can reflect students’ comprehensive abilities and provide a scientific evaluation method for universities. Through continuous improvement and in-depth research, we hope to provide more scientific and comprehensive support for the cultivation of big data talents in universities. © The Author(s) 2024.

Despite a key feature of the Fourth Industrial Revolution and a core strength of liberal arts and sciences education, interdisciplinarity is also a noisy buzzword which does not always make sense from an institutional point of view. Traditional interdisciplinary fields take it for granted like fish in the water while, somewhere else, people keep a distance with questions. Doing interdisciplinarity faces additional boundary challenges due to strong gravitational forces that are national, historical, and increasingly from between college and workplace. For a higher education institution whose vision for robust interdisciplinarity is rooted across these boundaries, it is not enough to set up a curriculum, hoping that once and for all the train of interdisciplinarity will roar on. In reality, it may take a higher magnitude of interdisciplinarity and constant enabling mechanisms to balance out certain gravitational forces, such as the pro-STEM and pro-exam tendencies in Chinese higher education. This study surveyed the inaugural undergraduate class of Duke Kunshan University (DKU) as well as its undergraduate faculty to propose a theory of change for scaled interdisciplinarity. The resulting theory of change elaborates on an actionable definition of interdisciplinarity using a vocabulary common to college and workplace, a mobility lens for measuring and leveraging different and especially higher magnitudes of interdisciplinarity, and a linchpin mechanism for energizing this mobility so that interdisciplinarity is more entwined with other institutional facets of teaching, learning, and research.Kindly check and confirm the edit made in the article title. Checked and confirmed. © Education Research Institute, Seoul National University 2024.

21st century skills prepare students to adapt to a rapidly changing world, ensuring their capability of continuous learning and problem-solving. This review provides a systematic overview of how 21st century skills are addressed in research. It focuses on the context of secondary education and uses a PRISMA flow diagram to analyze 82 research articles. Results reveal that research on 21st century skills focuses on educational stakeholders’ opinions and attitudes, their potential effects and how they are implemented or assessed. The findings highlight a need for research to enhance the implementation of 21st century skills in secondary education. © 2024 The Authors

As learners progress through their educational path, they experience various hassles and transitions, certainly encountering stress along the way. This can be due to the academic burdens placed on them, the personal growth they endure, and the adjustments required in new settings, all fundamental to their educational experiences. Preeminent academic stress is a concerning problem worldwide, affecting every facet of students’ lives. Hence, it is crucial to have a full understanding of academic stress, including its sources, symptoms, and ramifications, in order to recommend appropriate intervention strategies. Previously, many review articles have been published covering various aspects of academic stress, but this review aims to serve as an umbrella term for academic stress, enclosing every aspect under its thorough coverage. Data is collected from various journals using different virtual databases, primarily Google Scholar. The search was done using keywords relevant to every phase of academic stress such as academic stress, causes of stress among students, impacts of stress, symptoms of stress, management techniques, etc. The review comprehensively explores stress at academic levels, covering causes, symptoms, detection tools, and impacts, and proposing effective coping tactics beneficial for students to cope with stress. © 2024 The Author(s)

This research uses a literature review that examines current articles on principals’ decision-making in implementing the Merdeka Curriculum in elementary schools. The literature review method is assisted by Open Knowledge Maps (OKM) and literature searches using Google Scholar, ERIC, ScienceDirect, and PubMed databases. The findings of this research suggest that principals’ decision-making in curriculum implementation has a significant impact on the quality of education in schools. By considering these aspects, principals can ensure that the curriculum implemented in their schools meets the needs of students and contributes to the achievement of broader educational goals. Principals’ decision-making in implementing the Merdeka Curriculum requires a deep understanding of education, leadership skills, and the ability to collaborate. The implementation of the Merdeka Curriculum is a significant change in Indonesia’s education system that aims to tailor education to local needs better, develop students’ character, and promote competency-based learning. However, successful implementation requires adequate support, training, and resources for schools and educators. This research is limited to a literature review only. So, in the future, it is necessary to carry out field research in order to reveal the principal’s decision-making in implementing the Merdeka Curriculum with various new methods and adapted to current issues. © 2024, Institute of Advanced Engineering and Science. All rights reserved.

Digital learning with ChatGPT in elementary school mathematics learning is urgently implemented. Several studies have explored digital learning with ChatGPT in elementary school mathematics learning, but studies using SLR are minimal. This article presents the 2022-2024 SLR study on digital learning with ChatGPT in elementary school mathematics learning. This SLR and PRISMA method is supported by Publish or Perish 8, VOSviewer version 1.6.20, Mendeley version 1.19.8, and ATLAS.ti version 7.5.16. The search results obtained 1,259 Scopus articles, which were filtered to 40 and analyzed using ATLAS.ti, then the results were described according to the research question. Digital learning with ChatGPT is a learning approach using the synchronous-asynchronous mode, virtual classrooms, distance, use of interactive digital tools, digital methods and media, innovation, digital modeling, use of robotics and AI ChatGPT for children with the principle of collaboration digital, and problem-solving with the support of digital resources. ChatGPT features multilingual, natural language, advanced AI, 24/7 availability, answering math questions, recurring training, and helping students with various math tasks. Implementation of digital learning with ChatGPT in elementary school mathematics learning for problem-solving, geometry, function limits in algebra, the material on flat shapes, geometric shapes, integrated PjBL, online, mixed and flipped classes. © 2024 Institute of Advanced Engineering and Science. All rights reserved.