Search Results (212)

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

Early-career teachers (ECTs) entered the profession during the COVID-19 pandemic, a period that introduced unique stressors to an already-demanding career phase. This systematic review examines empirical studies published between 2020 and February 2025 to explore how the pandemic influenced ECT wellbeing, with particular attention to stressors and protective factors impacting long-term retention and professional sustainability. Guided by PRISMA protocols, databases including Web of Science, ERIC, Google Scholar, and Scopus were searched, screening 470 records and identifying 30 studies that met inclusion criteria: peer-reviewed, empirical, focused on early-career teachers (within the first five years), and situated in or explicitly addressing the pandemic and its ongoing impacts. The results of Braun and Clarke’s thematic analysis (2006) revealed that pandemic-related challenges such as increased workload, professional isolation, disrupted induction processes, and emotional strain have persisted into the post-pandemic era, contributing to sustained risks of burnout and attrition. Regardless, protective factors identified during the pandemic—including high-quality mentoring, structured induction programmes, collegial support, professional autonomy, and effective individual coping strategies—continue to offer essential support, enhancing resilience and professional wellbeing. These findings underscore the necessity of institutionalising targeted supports to address the enduring effects of pandemic-related stressors on ECT wellbeing. By prioritising sustained mental health initiatives and structural supports, education systems can effectively mitigate long-term impacts and improve retention outcomes for early-career teachers in a post-pandemic educational landscape. 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

Background/Objectives: Public transportation drivers are exposed to a variety of occupational hazards. The scope of this study is to describe the most significant changes in symptoms and work-related disorders in the last decade in a sample of professional drivers from a large Romanian city, and, in particular, the cardio-metabolic and musculoskeletal impact. Methods: A retrospective study on 186 professional tram, trolley, and bus drivers from a total number of 344 employed by the company was conducted. The initial values (pre-employment) of the BMI, blood pressure, cholesterol, fasting glycemia, and musculoskeletal complaints were compared to the values of the last employment check-up. Results: After an average follow-up period of 11 years, BMI increased from 27.69 (SD = 4.68) to 30.06 (SD = 5.2) (p < 0.0001), cholesterol from 201.7 (SD = 39.87) to 212.62 (SD = 42.51), (p = 0.04). The number of cases of high blood pressure (25 to 56, p < 0.0001) and musculoskeletal complaints increased from 3 initial cases to 26 cases of neck pain (p = 0.07), from 2 to 49 cases of dorsal pain (p = 0.02), and from 18 to 59 cases of lumbar pain (p < 0.0001). High blood pressure and low back pain were significantly correlated with tenure, independent of other factors. Conclusions: As tenure is important in the development of cardiovascular and musculoskeletal diseases, specific interventions should be developed in the early stages of the drivers’ career. Full article

Despite robust evidence linking career adaptability (CA) to positive vocational and psychosocial outcomes in general populations, research on the CA among individuals with special educational needs (SEN) remains limited. Prior reviews have largely overlooked the distinct challenges faced by SEN populations. To address this gap, we conducted a systematic review across five major databases, yielding an initial pool of 81 studies. Following rigorous screening, only eight quantitative studies met the inclusion criteria, reflecting the early stage of the research in this area. The included studies span diverse SEN groups, including individuals with visual impairments, intellectual disabilities, and mental health conditions. CA was consistently found to be associated with adaptive outcomes such as self-esteem, self-efficacy, hope, and career satisfaction. However, the literature is characterized by methodological limitations, notably the predominance of cross-sectional designs, the underrepresentation of neurodevelopmental conditions (e.g., ASD, ADHD), and a lack of cross-cultural perspectives and standardized instruments specifically adapted to SEN learners. Future studies should focus on the need for longitudinal and mixed-method designs, contextually cross-cultural research, and inclusive measurement tools. Furthermore, exploring the ecological and emotional predictors of CA; expanding to underrepresented SEN subgroups; and evaluating diverse interventions beyond mentoring are essential to informing tailored educational and vocational support for individuals with SEN. Full article

Gender inequality remains a persistent issue in healthcare, especially in ophthalmology, where women face systemic barriers such as pay gaps, limited surgical opportunities, harassment, and unequal family expectations. Despite increasing entry into the field, women remain underrepresented in leadership, affecting career advancement and patient care. This study examines how virtual platforms, and co-led initiatives can address gender disparities in eye health. In 2021, Women in Ophthalmology, Seva Foundation, and Orbis International launched the Women’s Leaders in Eye Health (WLEH) initiative—a global community promoting mentorship, networking, and leadership development. Starting with virtual webinars and informal networking, the initiative expanded to in-person events in 2023 due to strong global engagement and demand. Early virtual programming, including webinars and “Coffee Hour” sessions, proved effective and laid the groundwork for broader offerings such as mentorship and professional development grants. WLEH’s success underscores the power of collaboration in promoting gender equity. By fostering connections and leadership pathways, WLEH offers a scalable model to break down gender challenges and uplift the next generation of women leaders to deliver more accessible eyecare globally. Full article

Biomedical research training initiatives need rigorous evaluation to achieve national goals of supporting a robust workforce in the biomedical sciences. Higher science self-efficacy is associated with the likelihood of pursuing a science-related research career, but we know little about the psychometric properties of this construct. In this study, we report on a comprehensive validation study of the Science Self-Efficacy Scale using a robust sample of 10,029 undergraduates enrolled across 11 higher education institutions that were part of a biomedical training initiative funded by the National Institutes of Health in the United States. We found the scale to be unidimensional with an Omega hierarchical (ω_h) reliability coefficient of 0.86 and a marginal reliability of 0.91. Within the item response theory framework, we did not detect variation in item parameters across undergraduates’ race/ethnicity; however, one item had parameters that varied across gender identity. We determined that the Science Self-Efficacy Scale can be employed across undergraduates enrolled in science, and researchers can use the scale across a diverse group of students. Implications include ensuring that the scale functions consistently across diverse populations, enhancing the validity of conclusions that can be drawn from survey data analysis. Validating this construct with item response theory models strengthens its use for future research. 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

Aim: This article explores the contributing factors to the decline in the number of auditors globally and aims to provide the consequences and possible recommendations. Auditors play a critical role in ensuring transparency, trust, and credibility of financial statements. However, the profession is experiencing a decline across the globe. The decrease in the number of registered auditors has become a pressing issue, raising concerns about the future of the assurance industry’s ability to maintain the number of registered auditors and continue providing assurance services to public and private entities or companies. Methodology: A scoping-review methodology was adopted to analyse the existing literature on the global decline in the number of auditors. This approach utilises research evidence to identify trends, challenges, and opportunities within the audit profession. Relevant studies were sourced from databases such as ScienceDirect, Google Scholar, and ResearchGate, as well as the grey literature. Main findings: This study identifies a combination of factors driving the decline of auditors globally. Economic pressures, such as cost reduction initiatives and outsourcing, have impacted the demand for traditional auditing services. Complex regulatory requirements have increased barriers to entry, while technological advancements, such as artificial intelligence, are disrupting traditional auditing roles. Additionally, the profession suffers from negative perceptions regarding workload, remuneration, and work–life balance, discouraging new entrants. Practical implications: The findings emphasise the urgent need for the auditing profession to adapt to evolving challenges. Stakeholders, including regulatory bodies and professional organisations, must address issues such as technological integration, career development pathways, and regulatory simplification. Enhanced public awareness campaigns and training initiatives are critical to attracting and retaining professional talent. Contribution: This study contributes to the limited body of knowledge on the global decline of auditors by creating a broad spectrum of evidence. It highlights actionable strategies to address the profession’s challenges and provides a foundation for future research on sustaining the relevance of auditors in a dynamic global economy. Full article

Disparities in the participation of individuals from historically excluded groups in science careers persist, particularly at advanced career stages. In response to this challenge, the National Institutes of Health developed the BUilding Infrastructure Leading to Diversity (BUILD) initiative, aimed at undergraduate institutions to examine evidence-based strategies to engage and retain students across science-related fields. In this longitudinal study, we used propensity score matching and mixed-effects logistic regression models to examine the effects of BUILD on undergraduates’ intentions to pursue science-related research careers. The results indicate that students who participated in BUILD are four times more likely to pursue a science-related research career in comparison to their non-BUILD counterparts. We also discuss and present the need to incorporate research training and mentorship to promote a diverse scientific workforce. Full article

Entrepreneurship development strategies are crucial for translating academic potential into economic and societal value. To achieve this, educational institutions must understand the factors influencing students’ entrepreneurial intentions. While research on academic entrepreneurship exists, comparative studies that explore these factors across different national contexts are scarce. This study addresses this gap through a comparative analysis of student entrepreneurship in Bulgaria, Malta, and Turkey, investigating key factors, such as attitudes toward entrepreneurship (ATE), the role of entrepreneurship education (EEdu), and entrepreneurial inspirations. Based on 415 survey responses collected between April and June 2024, hypothesized relationships were tested using appropriate bivariate statistical analyses. The results indicate that a positive evaluation of running one’s own business significantly increases entrepreneurial intentions, particularly when the business is perceived as safe, realistic, pleasant, and strong. The university’s role is pivotal: students largely relied on institutional support for their business initiatives; showed a strong preference for practical, hands-on educational methods; and identified a lack of entrepreneurship education as a key obstacle. A family background with entrepreneurial parents also positively influenced students’ preference for running their own businesses. Interestingly, the findings challenge a simple dichotomy between employment and entrepreneurship. A preference for full-time employment did not diminish entrepreneurial intentions, suggesting students may view these career paths as complementary or sequential. Conversely, preferences for part-time or self-employment did not have a significant positive impact on entrepreneurial initiatives. These findings underscore the need for universities to provide tailored, practical support and to recognize the complex and non-linear career trajectories envisioned by modern students. Full article

In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staff schools, where a growing cohort of inexperienced teachers increases the need for mentoring. The analysis is based on data from semi-structured interviews conducted with teachers in six schools across two Australian states, as part of a larger project exploring work experiences of teachers in hardest-to-staff schools. In addition to formal mentoring, our findings illustrate that in these schools, informal and incidental mentoring is widespread. Further, the iterative nature of novice teacher induction creates a sense of ambivalence in longer-serving teachers. While experienced teachers find reward in supporting early-career colleagues, the hidden labour inherent to constant incidental mentoring encroaches on the time available to manage their own workload, sometimes leading to frustration and even resentment. We conclude that while mentoring is crucial with so many new entrants to the profession, policymakers should be aware of the labour associated with increased incidental mentoring to avoid unintended consequences for teachers who find themselves in the position of supporting growing numbers of new staff. Full article

Sport horses are frequently exposed to situations that were identified as stressors, indicated by an increased cortisol release, which might impair animal welfare. However, while many studies deal with the impact of exercise, transport, and competition on stress in horses, little is known about the early phase of a horse’s sports career and studies investigating the stress level of young horses during breaking-in are limited. To compare stress levels in unridden horses, horses during breaking-in, and horses in training we collected fecal samples of young, unridden horses (n = 28) and of horses in different training stages (n = 13) and measured fecal cortisol metabolite (FCM) concentrations. Our preliminary results showed that FCM concentrations of unridden horses were significantly lower than those of horses in training (Mann–Whitney rank sum test, p < 0.001). Particularly in the first year under the saddle FCMs were significantly higher than in unridden horses (one way ANOVA + post hoc Holm–Sidak test, p < 0.05), with a tendency for FCM levels to decrease with time in training. Furthermore, we observed that within the group of ridden horses there was a larger range of variability in FCM levels, suggesting individual variations regarding their ability to deal with (training-induced) stress. These results indicate that breaking-in is a stressful time for young horses, underlining the importance of carrying out the initial training as carefully as possible. Full article

Ongoing teacher shortages have led to new teacher recruitment initiatives, including the introduction of teacher education into high schools through teacher career exploration courses. However, teacher educators taking up this work engage with pre-collegiate learners during a period of their lives that researchers have frequently characterized as harmful to conceptions of teaching. The purpose of this exploratory phenomenographic study is to inform teacher education work with high school students by surfacing their conceptions of teaching. Five high school students considering teaching careers participated in this study, which included three interviews per participant and participants’ creation of audio, textual, and/or visual artifacts. The author’s analysis revealed six categories describing participants’ conceptions of teaching: teaching as interpreting situations; discerning approaches, routines, and patterns; relating to teachers and learners; coping with dependencies; prioritizing beliefs and motivations; and merging various factors together. The implications of the findings for teacher learning and high school-based teacher education are discussed. Full article

As global concerns about climate change and air quality intensify, nations are increasingly adopting sustainable transportation solutions, with electromobility emerging as a key alternative. This study investigates the factors influencing powertrain technology choice and the barriers to electric vehicle (EV) adoption in Poland, focusing on insights from technically educated youth, early-career researchers, and academic professionals. Drawing on a mixed-methods approach, the study investigates public perceptions, motivations, and challenges associated with EV uptake in a country historically reliant on fossil fuels. Key drivers such as environmental considerations, government policies, and infrastructure development are evaluated alongside persistent obstacles, including high initial purchase costs, inadequate charging networks, range anxiety, and scepticism about battery performance. While the sample is not representative of the broader Polish population, it provides insights from a technically literate cohort likely to shape future technological and policy advancements. Our findings reveal that the adoption of EVs among this group is influenced by factors such as technological innovation and government policies, while barriers include high initial costs, limited charging infrastructure, and scepticism about perceived sustainability, battery life, and performance. The research also highlights the critical role of education and awareness in shaping attitudes toward EVs. This study, though limited by sample size and demographic focus, offers valuable contributions to understanding the early-stage adoption of EVs in Poland and serves as a foundation for future research targeting a more diverse population. The applied research model is scalable, providing a framework for broader studies that could include different age groups, geographical regions, and professional sectors. Full article