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This article conducts a systematic literature review (SLR) analysis and relates to talent management (TM) in the manufacturing industry. The objectives are first, to provide a comprehensive analysis of TM research in the manufacturing industry; second, to identify and discuss key research topics, and third, to recommend avenues for future research. The study examines publications that were published between 2008 and 2022, which were thoroughly searched and obtained from four established databases: Scopus, Web of Science, Mendeley, and Google Scholar. According to the findings, academics are becoming more interested in TM in the manufacturing industry, which appears to be related to a scarcity of talent with high knowledge, skills, and abilities (KSAs), which contributes to negative organisational outcomes. The article presents findings that have relevance for both academia and practitioners. It provides data on existing research while also emphasizing the need for further investigation into the discovery, value, and implementation of TM. As a result, this article offers a pathway for researchers to conduct empirical studies on the role of TM practices in effectively and efficiently managing manufacturing talent with high KSAs. Furthermore, the article adheres to the preferred reporting items for systematic reviews and meta-analysis (PRISMA) requirements for SLRs, ensuring a structured approach to the content and methodology of the study. © 2023 The Authors.

Blended Learning (BL) combines the advantages o f both in-person and online learning while allowing students to affect their learning schedules and take responsibility. The capabilities o f online education took worldwide interest during the COVID-19 pandemic, with the need to better understand online education's impact on educational achievements and how technical environments could provide learning experiences to replace face-to-face sessions at the campus. We examine the trends towards online learning on the recently published articles during the COVID-19 pandemic, comparing them to a learning survey conducted in the European Union in 2021. The study's objective is to identify the current trends and the effect o f the COVID-19 pandemic on online education. This paper compares our findings from a systematic literature review against the trends observed from qualitative survey data collected from six European countries. Our mapping study identified several trends, such as that long-distance education had become a long-term strategy in higher education compared to the pre-COVID-19 era and that fully online education can be very exhausting for students, causing retention problems with those who need more skills for independent studies. The BL methods engage students and allow them to design their learning schedules, and after COVID-19, these methods are becoming long-term strategies for education. However, these approaches also require skills in the course design to ensure that other aspects and needs, such as social inclusiveness to motivate students, are sufficiently addressed due to the need for classroom interactions and peer support from shared campus experiences. © 2023 TEMPUS Publications.

The present study was conducted to see the extent to which intensive online individualized guidance sessions could help a second/foreign language (L2) learner of English with autism spectrum disorder (ASD) at an undergraduate level to write an academic essay in the education field with citations and references. The sessions, 30 minutes each, were conducted 14 times in total during the second semester of the 2020/2021 academic year. Teaching journal detailing the participant’s learning dynamic in each session, the participant’s ongoing writing progress, and the recorded videos of the sessions were used to assess this learner participant’s learning progress. The study found that through the individualized guidance sessions, the learner participant could write a 326-word academic essay with citations using three journal articles in the Indonesian language as the references. It also found that as the participant became more familiar with the pattern of the sessions and the expectation of what to do in each session, he could do his task faster and more confidently. Based on the findings, several pedagogical implications and possible research contributions are stated along with suggested directions for future studies in the field of autism in the L2 learning context. © 2023, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.

Background. Evaluating the level of dental students' competence is crucial for validating their preparedness for graduation. Confidence has a significant role in achieving competence. There are limited studies that assess the level of self-perceived confidence among final-year dental students regarding their ability to conduct key dental procedures. This study aims to assess the self-perceived confidence level of final-year dental students in performing essential dental procedures across various dental disciplines and to assess the effect of implementing competencies in the curriculum on the self-perceived confidence level of students by comparing two cohorts of final-year students in two different years 2016 (Traditional Cohort) and 2019 (Competencies Cohort). Materials and Methods. An questionnaire was answered by two cohorts of final-year dental students: one group in 2016 before the implementation of the competency-based assessment system (group 1, n = 153), and the other in 2019 after the implementation of this system (group 2, n = 199), the same questionnaire was used for both cohorts. The results from the two groups were compared regarding the degree of self-perceived confidence in conducting key dental procedures. The data were analysed using SPSS statistics and Levene's Test for Equality of Variances and t-test for Equality of Means calculated. Results. Group 1 showed a significantly higher means of self-perceived confidence levels than group 2 in the ability to conduct seven out of the 20 prosthodontics procedures studied: providing patients with Cobalt-Chromium (Co-Cr) removable partial dentures (RPD) (3.77 vs. 3.56), providing the patient with Acrylic RPD (3.70 vs. 3.23), treatment planning for partially edentulous patients (3.83 vs. 3.34), giving OHIs for denture patients (4.17 vs. 3.95), dealing with CD postinsertion complaints (3.97 vs. 3.76), giving postinsertion instructions for removable prostheses cases (4.12 vs. 3.82), and providing patients with immediate dentures (2.67 vs. 2.32). The same applies to 6 out of 16 conservative dentistry procedures: placing anterior composite (4.41 vs. 4.12), placing posterior composite (4.43 vs. 3.88), placing posterior amalgam (4.29 vs. 4.02), placing matrix band for Class II restorations (4.24 vs. 3.71), placing a prefabricated post (3.34 vs. 2.88), and placing fiber post (3.45 vs. 3.34). On the other hand, group 2 shows higher means of self-perceived confidence than group 1 in only two conservative dentistry procedures: onlay restorations (2.18 vs. 2.76) and inlay restorations (2.22 vs. 2.75). No significant differences in means of self-perceived confidence were found between the two groups in the remaining 21 procedures studied. Conclusions. This study has shown that final-year dental students have high self-perceived confidence levels in doing simple dental procedures yet less confidence in more complex ones. Although, students' self-perceived confidence decreases after the introduction of a competency-based assessment system. Competency implementation and execution criteria may differ between schools which may have an impact on final outcomes. Hence, there is a need for regular evaluation of competencies being assessed to maintain a curriculum that is up to date. © 2023 Wijdan R. Elmanaseer et al.

This article presents a monograph on an ECVET (European Credit system for Vocational Education and Training) experiment. It draws on action research carried out between 2016 and 2018 with training managers who have integrated periods of certified mobility within apprentice training centres (CFA) into their training engineering. The aim here is to report on the engineering developed by these professionals to structure systems that enable validation and certification during mobility. This research also brings to light the principle of codependence between training engineering and certification engineering, with mobility situations highlighting both the limitations of the reference systems and the problematic nature, at this stage, of the ECVET process. © 2023 Documentation Francaise. All rights reserved.

Introduction. The ease of searching and copying someone else’s text on almost any topic is one of the most important reasons for the prevalence of plagiarism in academic papers. While plagiarism detectors have become a common tool for universities, such systems are practically not used in secondary schools. It is considered to be a serious problem, that high school graduates are unprepared for the academic papers’ originality requirements. Universities are making efforts to overcome this lack of readiness. The authors study the attitude of teachers and learners of the Russian secondary schools toward the problem of plagiarism. Materials and Methods. An anonymous online survey of teachers (n = 2,286) and learners (m = 4,555) of secondary schools in the Vologda, Kaliningrad and Lipetsk regions of the Russian Federation was conducted. The survey was carried out through the Google Forms service. The quantitative and qualitative analysis of the obtained data was carried out. Results. Learners acquire the habit of plagiarism already in secondary school. Secondary school learners are loyal to copying someone else’s text without reference to the source; although they partially admit that by doing so they do wrong. Teachers are less tolerant to this and ready to respond to plagiarism in learners’ papers by lowering marks/grades or by requiring learners to redo the work. Teachers do not always clearly understand which borrowings can be considered legitimate and correct, and which ones are not, they cannot explain this to their learners, cannot instill in them the necessary academic integrity, and cannot establish clear criteria for works evaluation.The use of plagiarism detection systems in schools is unsystematic and it is often the result of the initiative of individual teachers. There is also no methodology for using plagiarism detection systems in secondary schools. Discussion and Conclusion. The conducted studies for the first time provided actual confirmation of the hypotheses. It means that it is necessary to include plagiarism detection systems in the toolkit used in secondary school. We have obtained evidence, that it is necessary to implement such tools in the secondary education system step by step, as well as to create conditions, so that school teachers can acquire relevant skills. The materials of the article will be useful to scientists who study the problems of secondary and high education, managers of the secondary education system at all levels, teachers, lecturers and learners of pedagogical universities. © 2023 National Research Ogarev Mordovia State University. All rights reserved.

This paper presents a comprehensive literature review on the application of artificial intelligence (AI) in physics education. The study aims to explore the fundamental concepts of AI, its diverse applications in physics learning, and the benefits and challenges associated with its implementation. Through a systematic search of academic databases, a collection of relevant research articles, journals, conference papers, and books related to AI in physics education was obtained. The selected studies were analyzed and synthesized to develop a coherent framework for understanding the various ways AI is utilized in physics education, such as concept introduction, individualization, social interaction, and assessment. The findings underscore the positive impact of AI on enhancing conceptual understanding, providing personalized instruction, promoting social interaction, and improving assessment methods. However, challenges in terms of technical infrastructure, teacher training, data privacy, and ethical considerations were also identified. The paper concludes with recommendations for future research, addressing these challenges, and fostering effective implementation of AI technologies in physics education. This review provides valuable insights for educators, researchers, policymakers, and stakeholders seeking to leverage AI's potential to revolutionize physics education. © Published under licence by IOP Publishing Ltd.

Introduction. The vocational education system of any country is focused on training qualified personnel for the economy and is always closely connected with the socio-economic and foreign policy conditions for the development of the state. In the 2020s, the world community faced a number of challenges, including the Coronavirus pandemic, natural changes and cataclysms, and foreign policy conflicts. The problem of supporting the vocational education system in the conditions of instability is acquiring an international dimension. Aim. The current paper aims to present the results of the research on import substitution processes in the material and technical support of educational programmes of secondary vocational education and an assessment of the readiness of educational organisations for this activity in the context of the new economic conditions for the development of Russia, taking into account the foreign experience of friendly countries. Methodology and research methods. The present applied research uses the methodology of the general scientific level based on the analysis of documents and materials, which are publicly available on the Internet. The methods of comparative, criterion and cluster analysis, the method of analysis of necessity and sufficiency, methods of goal-setting and formalisation of expected results, the method of interpretation were employed. Results. The article presents the intermediate results of the study of the regional VET systems adaptation to new economic conditions. The proposed set of criteria and indicators can be useful to the executive authorities in the field of education, the administration of educational organisations to develop their strategy in the coming years. In the future, the authors plan to prepare appropriate methodological recommendations. Scientific novelty. Cluster approach was applied to analyse management strategies of colleges and technical schools for updating and import substitution of equipment. Practical significance. The authors propose the set of criteria and indicators for assessing the material and technical support of vocational education system in the context of import substitution and building technological sovereignty in the Russian Federation. © Blinov V. I., Sergeev I. S., Esenina E. Yu., Satdykov A. I., Osadcheva S. A.

The article examines the regulation of the terms and process of vocational training in Modern History by the common to French kingdom and separate manufacturing regulations. Their prescriptions are compared with guild traditions, which allows to raise the question of the continuity of ideas and practices, as well as the traditional and new terminology of normative acts. Manufactories set the training duration, which was its main normative characteristic, and, like the guilds, assumed the continuity of this process as an unconditional rule, as well as for professional activity in general, but they could not ignore objective life circumstances and personal conflicts (the death of a master, lack of work, escapes of apprentices, etc.). The author analyzes how the regulations qualified “the absence” or presence of an apprentice and a master in the workshop during training, its duration and consequences. © 2023 Ltd "Integration: Education and Science". All rights reserved.

Introduction. Considerable attention is paid to the training of highly qualified engineering personnel today. But the ongoing processes of convergence, the emergence of end-to-end technologies radically change not only the technological platform of production, but lead to changes in the scientific picture of the world, which directly affects the nature of engineering thinking, expanding its range far beyond the technical sphere. Without the understanding of the features of modern engineering thinking, it is impossible to design the content and forms of education for future engineers. Actively ongoing processes of technological transformation in the education system give rise to a situation of uncertainty, and the desire to respond to emerging challenges, most often, is expressed in disparate, local educational solutions, if they are not based on scientifically sound conceptual models of personnel training. Aim. The present research aims to form a systematic understanding of the structure of engineering thinking and identify the trends of its transformation in the context of changes in the scientific picture of the world. Methodology and research methods. Theoretical and methodological analysis was based on the philosophical methodology of science, which made it possible to single out the main general scientific approaches in understanding the essence of engineering thinking and to consider the influence of the modern transforming scientific picture of the world on the structures of thinking in engineering activities. On the basis of the case study method, a reconstruction and analysis of typical situations encountered in the practice of training engineers and developing educational programmes was carried out to demonstrate the significance of the theoretical and methodological results obtained. The case study was used as a method of scientific research, which has its advantages over other empirical methods in the area under study. Results. The main methodological approaches in understanding engineering thinking are identified and analysed: practice-oriented, phenomenological, conceptual, and contextual. A systemic model of engineering thinking is substantiated, including three levels: technological (mental activity, technologies of thinking); regulatory-target (scientific picture of the world, paradigms, style of thinking, etc.); value-semantic (value attitudes, positions, ideals, norms, strategic priorities, semantic patterns). Typical cases that are encountered in the practice of training engineering personnel are analysed. It is shown how the changes in the scientific picture of the world and methodological reflexive analysis allow the strategies for designing educational programmes to be adjusted. The influence of the modern convergent environment on the formation of value-semantic and regulatory-target structures of engineering thinking and on the forms of the engineer’s mental activity is revealed. Innovative models for the training of future engineers are presented (on the example of the Russian State Vocational Pedagogical University), focused on the methodological approaches presented in the article to understanding engineering thinking. Scientific novelty. The novelty of the proposed research is determined by the expansion of the theoretical and methodological framework for considering engineering thinking and the vectors of its development. The issues of the development of engineering thinking are most often discussed within the framework of technological development or in the logic of intra-professional transformations; the authors of the current study rely on a systematic vision of scientific and engineering activities. This made it possible to introduce into the field of scientific consideration of engineering thinking and engineering activities such regulatory epistemological structures as the scientific picture of the world, paradigm, style of thinking, etc., as well as value-semantic structures of thinking and activity (value attitudes, ideals, standards activities, norms, strategic priorities, semantic patterns, etc.). In theoretical terms, the study is important for overcoming narrow technological and technocratic approaches, for a reasonable determination of the prospects for the development of engineering thinking in the conditions of convergent processes. Practical significance. The practical significance of the study is the determination of the methodological foundations for the practice of decision-making in the field of engineering training. © Andryukhina L. M., Guzanov B. N., Anakhov S. V.