Search Results (151)

The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical excellence. Employing grounded theory methodology, we conducted iterative coding of 20,000-word interview transcripts from 13 teaching-awarded professors at Chinese “Double First-Class” universities. Key findings reveal the following: (1) Compared to the original K-12 expert teacher model, university-level teaching experts exhibit distinctive disciplinary mastery—characterized by systematic knowledge structuring and cross-disciplinary integration capabilities. (2) Their developmental trajectory transcends linear expertise acquisition, instead manifesting as a problem-solving continuum across four nonlinear phases: career initiation, dilemma adaptation, theoretical consciousness, and leadership expansion. (3) Sustainable teaching excellence relies fundamentally on teachers’ professional passion, sustained through a virtuous cycle of high-quality instructional engagement and external validation (including positive student feedback, institutional recognition, and peer collaboration). Universities must establish comprehensive support systems—including (a) fostering a supportive and flexible learning atmosphere, (b) reforming evaluation mechanisms, and (c) facilitating interdisciplinary collaboration through teaching development communities—to institutionalize this developmental ecosystem. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions. Full article

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

Background: Healthcare is a dynamic environment for nurses, with early career nurses (ECNs) needing to adapt and learn while also meeting care demands. Effective support systems, mentorship, and continuous professional development are vital in facilitating their transition while navigating competing demands. The aim of this study is to interpret and understand the meaning of ECNs’ professional experiences four years after completing their bachelor’s degree in Australia. Method: A qualitative descriptive design using a hermeneutic phenomenological approach was used as part of a longitudinal study. Follow-up semi-structured interviews were conducted among twenty-five ECNs between 2022 and 2024 using purposive sampling to recruit ECNs who had graduated four years ago. Thematic analysis was used to analyse data while adhering to the consolidated criteria for reporting qualitative research (COREQ) guidelines. Results: Four themes emerged among participants, which encompassed professional growth and unwavering commitment, ongoing professional adaptability, feeling stuck with limited choices, and continual learning amid career challenges and personal life demands. Conclusions: Change is needed to ensure professional learning becomes a shared responsibility among policy makers and healthcare leaders and to ensure that professional learning leads to more nurses taking up further study, thus increasing the safety and quality of care delivered in the healthcare environment. Full article

A principal strategic goal of the RCMI Coordinating Center (RCMI-CC) is to improve the health of minority populations and to reduce ethnic and geographic disparities in health by coordinating the development and facilitating the implementation of clinical research across the RCMI Consortium. To more effectively spur inter-institutional collaborative research, the RCMI-CC supports a Clinical Research Pilot Projects Program for hypothesis-driven clinical research projects proposed by postdoctoral fellows, early-career faculty and/or early-stage investigators from two or more RCMI U54 Centers. The purpose of this brief report is to summarize the Science Speed Dating sessions to facilitate cross-site collaboration at the RCMI Investigator Development Core (IDC) Workshop, held in conjunction with the 2024 RCMI Consortium National Conference. RCMI investigators and IDC Directors from 20 RCMI U54 Centers participated in two rounds of highly interactive small-group presentations of research ideas and resource needs in search of new collaborative and mentoring partnerships. Workshop participants expressed a high level of satisfaction with the speed-networking format and strongly agreed that the workshop was beneficial to their professional-development goals. Full article

Diversion programs are increasingly used as alternatives to criminal penalties for women involved in commercial sex, yet limited research has examined how such programs support behavior change across diverse subgroups, particularly between sex-trafficked and non-trafficked participants. This study evaluates changes in readiness for change among 131 women who participated in a court-ordered diversion program led by survivors of sex trafficking. Participants were classified as sex-trafficked or non-trafficked based on self-reported age of entry and experiences of third-party control. The program offered a range of trauma-informed services aimed at fostering holistic well-being and facilitating a pathway out of sex trafficking and prostitution. Participants engaged in group classes focused on job interview skills, emotion regulation, substance use awareness, and psychoeducation related to trauma. Life skills workshops addressed financial literacy, relationship dynamics, and conflict resolution. In addition, participants received referrals to GED programs, career training, mental health services, and emergency housing as needed. Program duration typically ranged from 12 to 16 weeks, adjusted for individual needs. Results from a repeated-measures Analysis of Variance (ANOVA) revealed a significant increase in readiness for change (p < 0.05) from program entry to completion. However, women with trafficking histories demonstrated smaller gains than their non-trafficked peers, suggesting that trauma-related and systemic barriers may limit the impact of short-term interventions. These findings underscore the importance of tailoring diversion programs to address the complex needs of sex-trafficked individuals and support the development of differentiated trauma-responsive strategies within diversion frameworks. Full article

This study examines the relationship between training and job satisfaction among public sector employees in Portugal through a sequential mediation model. Understanding the factors that influence job satisfaction among public administration employees is essential for fostering healthier and more productive work environments. This study investigates the role of competency acquisition, performance appraisal (PA), and career progression opportunities in the relationship between training and job satisfaction, using a sequential mediation model. The sample consisted of 340 public sector employees aged between 20 and 65 years. A cross-sectional, quantitative design was employed to analyze the relationships among the variables and test the proposed hypotheses. Data were collected using a structured questionnaire administered to a convenience sample. The mediation analysis revealed that training influences job satisfaction indirectly by promoting the development of competencies that contribute to improved PA results, which, in turn, facilitate career advancement. These findings highlight the importance of implementing organizational strategies that align training with transparent performance evaluation systems and career development plans, offering valuable guidance for public human resource policies aimed at strengthening institutional efficiency. Full article

The advancements in artificial intelligence (AI) technologies and the implementation of government policies are accelerating educational reform in China. In this context, understanding the critical factors influencing middle school teachers’ adoption of AI technologies for classroom instruction is essential for fostering the deep integration of these technologies into teaching and improving teaching efficiency in middle schools. Grounded in the structural equation model (SEM) approach, this research integrates the Innovation Diffusion Theory, the Technology Acceptance Model (TAM), and the Unified Theory of Acceptance and Use of Technology (UTAUT), and proposes a structural model comprising 10 latent variables. A measurement model is then developed for each latent variable, forming the basis of a survey questionnaire. Through empirical research using the questionnaires of 202 middle school teachers, a validated structural equation model with strong model fitting is established. The findings indicate that the most influential factors positively affecting teachers’ willingness to use AI technologies, in descending order, are Interpersonal Relationships, Innovativeness, Mass Media, Compatibility, Perceived Usefulness, and Perceived Ease of Use. Similarly, factors positively influencing teachers’ actual usage behavior, ranked by impact, include teachers’ willingness, Facilitating Conditions, Career Aspiration, and Perceived Usefulness. Results involving the impact of teachers’ Interpersonal Relationships can update the theoretical understanding of the factors driving the integration of AI into teaching, and be used to put forward specific directions such as social network embedding for actionable practice recommendations. Full article

Research outputs in higher education institutions (HEIs) are crucially dependent on the research management process. Departing from a SWOT analysis, the main objective of this paper is to analyze the perceptions of stakeholders (researchers, teachers, and senior research managers) regarding the main strengths and weaknesses of HEIs, as well as assess the potential opportunities and threats present in the external environment. It analyzed a total of 462 responses from seven HEIs and two ministries participating in the INNOVA project in Bolivia and Paraguay. The results from the statistical analysis indicate that the respondents tend to identify the traditional obstacles and facilitators to research development, namely, the scarcity and instability of public policies, which permeate the institutions, diminishing the consistency of internal research policies and creating difficulties in access to funding and career development opportunities. Building on the substantial progress made in recent years, the unvirtuous cycle may be halted with political stability and committed action between all the concerned parties. Full article

The construction of a fulfilling career and the people management processes within organizations, like the selection of personnel, require a multidisciplinary approach that takes into account psychological, social, and cultural factors. Various concepts have been suggested to explain work motivations and organizational outcomes, including work values. Work values can encompass individual preferences, as well as moral standards and social norms. This broad definition has led to a variety of work value measurement instruments. One brief and cutting-edge measure that integrates different approaches is the New Work Values Scale (NWVS). The aim of this study was to validate the Italian form of this measure (NWVS-I). A sample of 397 Italian adults from 19 to 66 years of age (M = 30.78, SD = 13.38) participated in the study and completed both the New Work Values Scale—Italian form (NWVS-I) and the Portraits Value Questionnaire (PVQ). First, we evaluated the structure of the New Work Values Scale—Italian form (NWVS-I) through confirmatory factor analysis (CFA), followed by a concurrent validity analysis correlating the dimensions of the New Work Values Scale—Italian form (NWVS-I) with those assessed by the Portraits Value Questionnaire (PVQ). We also tested gender invariance. The results confirmed the factor structure of the scale and its validity in the Italian context. The New Work Values Scale—Italian form (NWVS-I) is a useful measure in understanding the work values of individuals in the Italian context. This measure can be used for a wide range of applications, contributing to promoting greater awareness of one’s values and facilitating career choices, personnel selection, and people management aligned with a vision of sustainable organizational development. Full article

Background: Career-related social support (CRSS) significantly influences job search behavior (JSB). However, the mechanisms and boundary conditions through which CRSS impacts JSB, particularly during the COVID-19 pandemic, remain unclear. This study examines the mechanisms and boundary conditions through which CRSS influences the JSB among final-year college students during the COVID-19 pandemic, guided by social cognitive career theory (SCCT). Methods: A cross-sectional online survey was conducted in 2021 among 596 final-year college students from two public universities in China, during the COVID-19 pandemic. The survey collected data on CRSS, CDMS, employment pressure, and JSB. Results: The findings revealed that career decision-making self-efficacy (CDMS) partially mediates the relationship between CRSS and JSB. Moreover, employment pressure moderates both the direct and mediated pathways; when employment pressure is low, CRSS does not significantly enhance JSB, whereas under a high employment pressure, JSB significantly increases, with higher CRSS. In the mediated pathway, higher CDMS strongly predicts JSB under low employment pressure, but its influence diminishes as the employment pressure rises. Conclusions: These findings underscore the critical roles of CDMS and employment pressure in shaping JSB, offering valuable insights for career support initiatives to facilitate the transition of graduates into the workforce during challenging periods. Full article

Education is crucial for leading a productive life and obtaining necessary resources. Higher education institutions are progressively incorporating artificial intelligence into conventional teaching methods as a result of innovations in technology. As a high academic record raises a university’s ranking and increases student career chances, predicting learning success has been a central focus in education. Both performance analysis and providing high-quality instruction are challenges faced by modern schools. Maintaining high academic standards, juggling life and academics, and adjusting to technology are problems that students must overcome. In this study, we present a comprehensive dataset, SAPEx-D (Student Academic Performance Exploration), designed to predict student performance, encompassing a wide array of personal, familial, academic, and behavioral factors. Our data collection effort at Air University, Islamabad, Pakistan, involved both online and paper questionnaires completed by students across multiple departments, ensuring diverse representation. After meticulous preprocessing to remove duplicates and entries with significant missing values, we retained 494 valid responses. The dataset includes detailed attributes such as demographic information, parental education and occupation, study habits, reading frequencies, and transportation modes. To facilitate robust analysis, we encoded ordinal attributes using label encoding and nominal attributes using one-hot encoding, expanding our dataset from 38 to 88 attributes. Feature scaling was performed to standardize the range and distribution of data, using a normalization technique. Our analysis revealed that factors such as degree major, parental education, reading frequency, and scholarship type significantly influence student performance. The machine learning models applied to this dataset, including Gradient Boosting and Random Forest, demonstrated high accuracy and robustness, underscoring the dataset’s potential for insightful academic performance prediction. In terms of model performance, Gradient Boosting achieved an accuracy of 68.7% and an F1-score of 68% for the eight-class classification task. For the three-class classification, Random Forest outperformed other models, reaching an accuracy of 80.8% and an F1-score of 78%. These findings highlight the importance of comprehensive data in understanding and predicting academic outcomes, paving the way for more personalized and effective educational strategies. Full article

This study reports on an integrated steM camp that aimed to improve middle school students’ STEM identity, interest in STEM careers, and interest in environmental issues. Conjecture mapping was used as a tool to design the camp and to investigate if, how, and why the program features influenced the mediating processes and if, how, and why the mediating processes influenced the program outcomes. This study is grounded in design-based research and uses data from observations, interviews, surveys, facilitator reflections, and a group interview to answer the research questions. The findings revealed that most of the program features facilitated the intended mediating processes, which in turn influenced the intended outcomes. We also found that participants’ interest in STEM careers, interest in environmental issues, and interest in STEM identity increased. The findings of this study and the revised conjecture map advance the field’s understanding of how to improve middle school students’ STEM-related outcomes through an integrated steM camp. The findings also speak to some of the challenges of this designed environment and provide recommendations to address those challenges. Full article

The reality in South Africa is that township school environments are not safe for early-career educators. According to South Africa’s Constitution in the Bill of Rights, every learner has the right to a free, reputable education. Although educators are obligated to facilitate this free education, the right to education does not supersede the right to safety because, without protection, more rights will be violated. This study aimed to explore forms of violence perpetrated by school management teams and learners against early-career educators in township schools in Soshanguve, South Africa. A qualitative research method was used to access deeper information on the topic. Clarke’s six steps of thematic analysis were used to analyse the data. Semi-structured interviews were used to gather information. The major findings of this study revealed four forms of violence experienced by early-career educators, which included physical and verbal violence, financial violence and sexual violence. This study recommends that parents should make a habit of checking their children’s schoolwork. This will hold learners accountable for their work. Parents should minimise engaging in conflict in the presence of their children, as this can have adverse emotional and psychological effects on them. They should provide a supportive environment for their children, which can foster a positive parent–child relationship. In addition, the community should play a proactive role in combating substance abuse by ensuring that substances are not accessible to children. Full article