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The extent to which intern students majoring in traditional Chinese medicine, potential future primary care physicians, experience compassion fatigue remains unclear. The study aimed to investigate the incidence, severity, and related factors of compassion fatigue among intern students majoring in traditional Chinese medicine. An cross-sectional survey study was performed between December 2021 and January 2022. We recruited 784 intern students majoring in traditional Chinese medicine from two junior traditional Chinese medicine colleges in Hunan province, China, using the convenience sampling method. Participants completed a self-designed questionnaire on participant demographic characteristics and the Compassion Fatigue Short Scale. Descriptive statistics, independent samples t-test, one-way ANOVA and multiple linear regression analysis were used to analyze the data. The results showed that among the 695 valid responses (88.6% response rate), the average score of the Compassion Fatigue Short Scale was 55.81, with a prevalence of high-risk overall compassion fatigue at 38.8%. Factors contributing to compassion fatigue included male gender, monthly expenses under 1,000 CNY (157.5 USD), over four night shifts monthly, and weak medical career intentions post-graduation. In conclusion, intern students majoring in traditional Chinese medicine suffered moderate levels of compassion fatigue. Emphasis should be placed on male medical intern students, those with limited monthly expenses, and individuals with weak intentions toward a medical career. Furthermore, proper scheduling and night shift management are crucial in clinical teaching to mitigate compassion fatigue among intern students. Future research is necessary to explore other factors associated with compassion fatigue among intern students, such as psychological factors. © The Author(s) 2025.

In order to improve college students' competency with technological innovation in various institutions, this research aims to analyse in in-depth understanding of online courses and their effects on skill development. 145 respondents from the colleges were chosen at random to make up the sample. Descriptive statistics and correlation analysis were used to examine the information gathered from the questionnaire. Thus, both government and private college students are included in this poll. The findings demonstrated that students has a tendency to learn online courses as they feel it’s comfortable for them to learn. © The Research Publication, www.trp.org.in.

In today's rapidly evolving world, engineering graduates must have the necessary skills and knowledge to bring about significant changes in business, industry, and entrepreneurship. However, empirical evidence shows that engineering graduates have high levels of cognitive abilities that are still low, resulting in the achievement of suboptimal learning outcomes. The research design used a pseudo experimental approach that analyzed the impact of project-oriented flipped learning models, direct flipped, and self-efficacy on higher-order thinking skills and learning outcomes. The study findings showed a marked difference in higher-order thinking skills and learning outcomes of students who participated in project-based flipped learning compared to those who participated in direct flipped learning. students in the experimental group more fluently find new ideas in solving problems. The psychological aspect of students, namely self efficacy, influences improving higher-order thinking skills and learning outcomes. The learning model applied accommodates students who have different levels of self-efficacy. Evidence shows that the project-based flipped learning paradigm improves learning outcomes in computer architecture materials by developing students' higher-order thinking skills. © 2023, Author. All rights reserved.

In the absence of appropriate transition planning practices to promote a smooth transition process, successful transition from vocational education to post-school settings can be particularly challenging for students with disabilities (SWDs). This study was conducted to explore vocational teachers’ perceptions on challenges related to the effective implementation of transition supports and services for SWDs in Botswana. The study examined vocational teachers’ knowledge of transition challenges, the influence of gender and teaching experience on vocational teachers’ perceptions of transition challenges, and differences of vocational teachers’ perceptions in two school regions. A cross-sectional survey was used to collect data from 158 participants. Factorial ANOVA was used to compare means across vocational teachers based on gender and teaching experience. Also, t-tests were run to determine differences of participants’ perceptions of transition challenges between the two school regions. Among others, participants perceived that there was limited training of teachers, shortage of staff in schools, and limited funding to support the transition planning process. Generally, participants varied on the influence of gender and teaching experience on perceived transition challenges. Kgatleng region vocational teachers agreed more than their counterparts in Sout-East region that poor collaboration with external entities, unclear transition guidelines, and mismatch between vocational courses and employment goals negatively impacted the transition planning process. This calls for vocational schools to take deliberate action to devise strategies for bridging the disparities in participants’ transition perceptions. Strategies include teachers’ increased participation in professional development activities, increased collaborative efforts, and development of a legal framework on transition. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study aims to develop a comprehensive framework to assess the level of satisfaction among students in their fourth year of undergraduate studies specializing in early childhood education in China during their practical teacher training (PTT). Drawing upon customer satisfaction theory and pertinent literature, the research employs factor analysis and structural equation modeling to discern and scrutinize pivotal variables contributing to student satisfaction. The framework encompasses seven core factors: university image (IMA), student expectations (EXPs), perceived quality (PQ) of administrative services, PQ of teaching services, teacher-student interaction, perceived value (PV), and student satisfaction. The findings reveal that IMA, PQ of administrative services, PQ of teaching services, and teacher-student interaction not only directly impact student satisfaction during PTT but also exert indirect effects through PV. While EXPs exhibit no significant direct influence on student satisfaction during PTT, they do manifest a positive direct impact on PQ of administrative services, PQ of teaching services, and PV. Notably, PV emerges as the most influential factor in determining student satisfaction during PTT among the identified variables. The framework successfully accounts for 43% of the total variance by considering constructs such as the reputation of the university, EXPs, interaction between teachers and students, PQ of administrative services, PQ of teaching services, and PV. Therefore, the present study endeavors to establish an evaluative framework that can be employed by early childhood teacher education institutions and policymakers for the purpose of assessing and augmenting PTT programs. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

This study evaluates the validity of the Project-Based Problem Learning (PBPL) Model Book designed for higher education settings. The primary objective is to assess the model's content validity by applying Aiken's V, focusing on critical aspects such as Content, Language, Structure and Organization. To achieve this, a panel of experts with relevant expertise in education reviewed the PBPL Model Book. Their evaluations were then subjected to rigorous statistical analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique that ensures the robustness and reliability of the validation process. The findings revealed that the average Aiken's V values for each category significantly exceeded the 0.85 threshold, which confirms the model's high validity and appropriateness for educational purposes. The methodological approach of this study is notable for its integration of expert judgment with advanced statistical validation techniques. This combination of qualitative and quantitative methods provides a comprehensive assessment of the PBPL Model Book's alignment with established educational standards. The results indicate that the model effectively incorporates project-based and problem-based learning principles, offering a structured and systematic framework designed to enhance student engagement, critical thinking, and problem-solving skills. The high validity scores across all evaluated categories—Content, Language, Structure and Organization—demonstrate that the model is reliable and adaptable for use in various academic contexts. In contributing to the literature on educational models, the PBPL Model Book stands out as a well-validated tool that addresses theoretical and practical educational needs. Its emphasis on active learning methodologies ensures students are better prepared to address real-world challenges. Consequently, this model is a valuable resource for educators seeking to implement innovative teaching strategies within higher education. The PBPL Model Book supports advancing pedagogical practices and educational experience by fostering a dynamic and engaging learning environment. © 2025 Malque Publishing. All rights reserved.

Problem-solving competency is crucial for social development, especially in complex environments. In mathematics education, problem-solving enhances logic, creativity, and analytical skills, contributing to societal progress. This article identified quantitative information about important publications, authors, resources, and research trends on mathematics problem-solving in high school education using the bibliometric analysis method. The input data is a set of 334 publications from the Scopus database published over four decades from 1983 to 2023. The results show that this field has obtained increasing interest, particularly in the last five years, with the USA and Indonesia being the countries with the most publications and Santos-Trigo and Putri Rii being the most influential authors. Three research trends include problem-solving in teaching mathematics in high schools, especially in teaching geometry and algebra; developing problem-solving and computational thinking skills through STEM education, engineering education, and educational computing for students; and using information technology to solve mathematics problems. These results provide teachers and researchers with helpful information about solving mathematical problems in general education, thereby contributing to shaping and proposing effective research and educational strategies, new teaching methods, training programs, and appropriate educational policies. © © 2025 by authors;

Entrepreneurship plays an important role in driving a nation's economic growth to impact the global economy. The presence and rise of business entities, primarily through digital platforms, have helped maintain Indonesia’s general business circulation and lowered youth unemployment. Efforts to realise this condition begin when students take their studies seriously. However, the level of graduate unemployment is currently high, with the intensity of entrepreneurial intentions being low. This study aims to explore students' entrepreneurial intentions based on the present curriculum, risk awareness, optimism and opportunities mediated and moderated by inspiration and support, respectively. Compared to other papers with similar research, the uniqueness of this paper is that it addresses the moderating and mediating roles of inspiration and support in the correlation of several variables to youth entrepreneurial intention. This study involves 306 students spread throughout Indonesia. The data were collected using a questionnaire and indicators derived from existing measurement instruments. The data analysis, involving mediation and moderation analysis of direct and indirect relationships, was done using the structural equation model-partial least square (SEM-PLS). The results reveal that educational support and inspiration have a direct positive and significant relationship with opportunities for entrepreneurial intention. Further, educational support, relational support and structural support have a positive and significant impact on entrepreneurial intention through the mediation role of opportunities. Student intention in starting a business is closely related to various factors or variables that are mutually sustainable. © The Author(s), under exclusive licence to Institute for Social and Economic Change 2024.

The employability of graduates in South Africa is a crucial issue that requires attention from educational institutions due to its impact on the economy, the challenges faced by graduates, and the need to support students in developing employability skills. Therefore, the present study aims to explore educational perspectives on fostering graduate employability in South Africa. The study underscores the significance of adopting a comprehensive strategy for education, emphasizing practical training, technological integration, and theoretical knowledge. The research investigates the role of policy and curriculum design in shaping graduate employability, specifically by prioritizing cultural, creative industries, and economic sectors. The study also analyzes the importance of creative teaching methods and the role of educators in encouraging students to think creatively. The novelty of this investigation is in its emphasis on inclusivity in the classroom as a means to engage students and develop skills that boost employability. The research investigates the impact of practical training, technology integration in teaching, and theory-focused lectures on the employability of graduates, assessing the potential benefits and implications of reshaping higher education policies to prioritize cultural, creative industries, and the economy, and explores the relationship between the integration of creative teaching methods by educators, involvement of students in the educational journey, and the creation of an inclusive classroom environment. The study findings offer a significant understanding of the perspectives of students and academic faculty regarding the enhancement of employability in tertiary education in South Africa. © De La Salle University 2024.

This study examines how novice researchers (master's and PhD students) independently initiate knowledge sharing and instructional activities in the midst of everyday research work. Approaching such activities as instances of help recruitment, the study draws on multimodal conversation analysis to describe how novices mobilize assistance from more experienced peers and supervisors. The interactional data was generated at a Physical Chemistry research program of a Swedish university, and consists of video-recordings of different spontaneous interactions at laboratories and shared offices, including a supervision meeting. The study focuses on recruitment sequences where help seekers refrain from displaying full lack of knowledge or skill. The analyses show how novices (1) use particular framings, such as “quick question”, and confirmation requests to particularize the scope of their problems and mitigate unknowing stances; (2) legitimize their requests for assistance by addressing their shared history with the recipient party; and (3) withhold direct requests in favor of producing accounts and displaying limited epistemic access, as if to “fish” for help. Through these methods, help seekers accountably frame and design their requests finely modulating epistemic stances, while constructing and upholding themselves as potential members of the scientific workplace, i.e., as researchers in training who need assistance at specific moments and regarding particular problems. By uncovering the intricate ways in which epistemic stance taking and issues of accountability relate to the accomplishment of help recruitment, the study also shows how novices address matters of autonomy and competence within apprenticeship situations. © 2025 The Author