Search Results (321)

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

Background: Prematurity and low birth weight (LBW) drive infant morbidity and mortality, requiring nutritional interventions, especially in food-insecure settings. In Indonesia, regional disparities in food security hinder adequate nutrition for premature and LBW infants, exacerbating health challenges. The aim of study is to investigate and determine factors associated with prematurity and LBW in children from food-insecure and food-secure households. Methods: This research employed a cross-sectional study with 657 mothers of children aged 36–59 months, conducted using random sampling. Data was collected via standardized questionnaires and analyzed using Chi-square tests and logistic regression. Results: The adjusted model showed that children of food-insecure households had a higher risk of LBW (AOR = 0.54; 95% CI: 0.29–0.99; p < 0.05). LBWs were found to significantly less occur in food-insecure households. Low maternal education was associated with an increased risk of preterm birth (AOR = 3.23; 95% CI:1.78–5.84; p < 0.001). Furthermore, prematurity correlated with house ownership (p < 0.01), indicating the household’s wealth condition. Maternal education and house ownership were linked to prematurity, indicating the risk to child health outcomes. In summary, maternal education, employment status, and household income were linked to food insecurity, indicating the risk to child health outcomes. Conclusion: Strategies to improve child health outcomes are essential, including enhancing maternal nutrition knowledge to improve child feeding practices, promoting gender equality in career development, and reducing food insecurity in households. Full article

Background/Objectives: This scoping review critically evaluated existing literature and summarized the impact of occupational, physiological, and psychological stressors on adrenal and neuroendocrine responses, body composition, and physical performance amongst women in tactical occupations. Methods: Boolean searches identified potentially qualifying reports involving: (1) adult women (≥19 y) currently employed or completing their training for a tactical profession; (2) ≥1 marker of “stress”; and (3) ≥1 adrenal, neuroendocrine, body composition, or fitness/performance outcome. Quantitative data (e.g., sample characteristics, outcomes of interest) were extracted and summarized. The completeness of reporting for each study was documented using existing checklists and quantified as: low (<50%), moderate (50–79%), or high (≥80%). Results: 40 studies (k) of moderate reporting quality (~64%) were included in the final sample (3693 women); 11 studies (28%) focused on women exclusively, and 16 studies identified sex differences in ≥1 outcome. Most studies involved military trainee populations (80%, k = 32). Occupation-related stress tended to negatively impact adrenal, neuroendocrine, body composition, and performance outcomes. Conclusions: This review highlights progress in assessing occupational performance in female tactical personnel exposed to diverse stressors; however, our understanding remains incomplete due to methodological and conceptual limitations in the literature. Holistic research strategies are needed to capture the complexity of performance readiness in women, integrating how stress affects key tactical performance aspects such as muscle physiology, reproductive health, and energy and nutrient balance in realistic operational contexts. Integrating such data is vital for informing policy, improving readiness, and enhancing the health and career longevity of female tactical personnel. 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

This paper explores the complex power dynamics of UK social work higher education through an autoethnographic account of a Black woman course leader’s experiences over a period of two years, focusing on issues related to race, internalized oppression, and class. Drawing on Critical Race Theory (CRT), narrative analysis, and lived experience, it examines how systemic inequities manifest through three interlinked themes: (a) academic contrapower harassment (ACPH), (b) internalized oppression and toxic team dynamics, and (c) the interplay of harassment, institutional failure, managerial inaction, and the marginalization of social work as a discipline. This study illustrates how the intersectionality of multiple identities—namely, race, gender, and professional identity—impacts career progression, well-being, and institutional inclusion. This study examines the tensions between social work’s ethical foundations and performance-driven academic environments, advocating for systemic and policy interventions to stimulate institutional reform and cultivate a more equitable culture that enhances educational outcomes and, ultimately, improves social work practice. Full article

Background/Objectives: Clinical Research Nurses (CRNs) have emerged as pivotal actors in the conduct, coordination, and oversight of clinical trials globally. Over the past three decades, the role of the CRN has evolved in response to the increasing complexity of research protocols, ethical standards, and regulatory frameworks. Originating as task-oriented support figures, CRNs have progressively assumed broader responsibilities that include patient advocacy, protocol integrity, ethical vigilance, and interprofessional coordination. By mapping the global literature on CRNs, this review will examine how their role has been defined, implemented, and evaluated over the past three decades. Methods: A scoping review was conducted using JBI methodology and PRISMA-ScR guidelines. The search covered the peer-reviewed and gray literature from 1990 to 2024 across major databases. Data analysis combined traditional extraction with topic modeling, Multiple Correspondence Analysis, and k-means clustering to identify key themes. Results: From the 128 included studies, four major themes emerged: clinical trial management, role perception and team integration, professional competencies and development, and systemic barriers. Despite formal competency frameworks, CRNs face inconsistencies in role recognition, unstable contracts, and limited career pathways. Emotional strain and professional isolation are recurrent. Over time, their functions have evolved from task execution to broader responsibilities, including advocacy and ethical oversight. However, no studies reported patient-level outcomes, revealing a critical gap in the evidence base. Conclusions: CRNs play a vital but undervalued role in clinical research. Persistent structural challenges hinder their development and visibility. Enhancing institutional support and generating outcome-based evidence are necessary steps toward fully integrating CRNs into research infrastructures. Full article

This study examines the availability and outcomes of Advanced Placement (AP) courses in secondary schools in Georgia (USA) and South Carolina (USA), focusing on how school locale (rurality) and demographic composition influence AP availability and student achievement. The authors analyzed population-level school data from the 2021–22 academic year using a two-step quantitative approach. A zero-inflated negative binomial regression model (ZINB) was employed to assess AP course participation and AP exam performance while addressing overdispersion and excess zeros in the data. Key predictors included school locale (rural versus nonrural), state (Georgia versus South Carolina), and minoritized-majority status. This study finds that rural schools and those where minoritized students make up the majority (i.e., fewer than 50% White students) are significantly less likely to offer AP courses or have any students participate in AP exams. Moreover, these schools had a significantly lower success rate; for example, rural schools were 59% less likely to have students with scores above three. The findings indicate that gaps in access to advanced curriculum may exacerbate existing college and career readiness disparities. Moreover, this study confirms that previous research using sampled datasets underestimates the disparity of AP access. Full article

Fifty million Americans, nearly 15% of the population, live below the federal poverty level, often facing civil legal issues without representation. Historically Black Colleges and Universities (HBCUs) have long served as economic engines and vital resources for their communities. HBCU law schools uphold this legacy by preparing students for legal careers while instilling a commitment to service, particularly for underserved citizens who lack access to quality legal representation. This research examines the dual mission of HBCU law schools—educating students and serving local communities—through a systematic document analysis of publicly available materials and literature on law school clinical programs. The findings identify four key community performance indicators that define the community impact of HBCU law schools: advocacy, engagement, client outcomes, and representation. These indicators reflect a shared commitment across all institutions to addressing systemic inequities through clinical legal education, reinforcing the role of HBCU law schools as both training grounds for future attorneys and essential pillars of justice in their communities. Full article

This study addresses a gap in hospitality research by investigating how employees’ perceptions of green intellectual capital (GIC) influence their satisfaction with both career and life. Although sustainability has become increasingly relevant in organizational strategies, limited research has examined how such job resources affect employees’ attitudes. Guided by the Job Demands–Resources (JD-R) framework, the study proposes a model in which organizational embeddedness (OE) mediates the relationship between green intellectual capital (GIC) and satisfaction outcomes, while thriving at work (TAW) moderates this pathway. The analysis is based on data collected from 371 employees working in four- and five-star hotels in Turkey. Structural equation modeling was used to test the hypotheses. The findings show that positive perceptions of green intellectual capital (GIC) are associated with stronger embeddedness, which, in turn, enhances career and life satisfaction. Moreover, this indirect effect is more pronounced among employees who report higher levels of thriving. The results emphasize how sustainability-oriented practices can serve as meaningful resources that improve employee outcomes in the hospitality industry. Full article

This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article

Self-realization, a multifaceted concept, has long been a subject of interest in the scientific literature. Given its profound impact on overall well-being and work-related satisfaction, the development of instruments capturing its complexity assumes significant relevance. Therefore, this study presents the development and validation of the META—Measurement for Evolution, Transformation, and Autorealization, a self-report measure designed to assess the propensity for self-realization. The study involved a sample of 634 participants, who completed a survey comprising the META, Satisfaction with Life Scale, Career Adapt-Abilities Scale, General Self-Efficacy Scale, Insight Orientation Scale, and 10-item Connor–Davidson Resilience Scale. The analyses confirmed the statistical solidity of the three hypothesized sections; Part A (Evolutionary Thrust), including Sense of life, Spirit of service, Self-Authorizing, Self-Centering, and Internal Drive for Realization; Part B (Transformative Adaptation), including Propensity for transformation, Distress to change, Adaptability, and Fullness of the Experience; Part C (Work Attitude), including Social Service and Care, Administrative and Office Works, Entrepreneurship, Customer Service and Hospitality, and Manual activities. Factor analyses supported the structural validity of the three hypothesized sections of the META, and all subscales showed good to excellent internal consistency. Significant correlations between the META dimensions/subdimensions and self-realization or well-being outcomes also emerged. The META showed excellent psychometric properties and may be used in various fields, promoting advancements in research and practices supporting well-being and personal fulfilment. 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

Background: Occupational burnout and fatigue are critical issues affecting the health and performance of healthcare workers (HCWs) globally. These outcomes are often driven by complex and overlapping work-related stressors, which remain insufficiently understood in combination. Objective: To investigate the associations of multiple work-related stressors with occupational burnout and fatigue, and to identify distinct stress patterns and critical stressors among HCWs. Method: A cross-sectional survey was conducted using a self-administered electronic questionnaire among 2695 HCWs in Shanghai, China. Validated questionnaire scales were used to assess work-related stress (self-developed occupational stress scale for medical staff, CSSM), occupational burnout (Maslach Burnout Inventory–General Survey, MBI-GS), and fatigue (Fatigue Scale-14, FS-14). Latent profile analysis (LPA) was employed to identify distinct work-related stress patterns. Generalized linear models (GLMs) were used to explore the associations between individual stressors, stress patterns, and occupational burnout and fatigue. Additionally, weighted quantile sum (WQS) models were utilized to evaluate the combined effects of multiple stressors and identify the main contributors. Results: In this study, 77.0% and 71.2% of participants were classified as experiencing occupational burnout and fatigue, respectively. A strained doctor–patient relationship was the highest-rated work-related stressor. All work-related stressors, including career development, interpersonal relationships, work–life imbalance, physical environment, doctor–patient relationship, social environment, and workload, were significantly associated with burnout (β: 0.444~0.956, p < 0.001) and fatigue (β: 1.384~3.404, p < 0.001). WQS assigned higher weights to career development and workload for burnout, and to workload and work–life imbalance for fatigue. LPA identified two distinct occupational stress patterns. HCWs characterized by higher stress levels in physical environment, career development, workload, and interpersonal relationships exhibited significantly higher burnout scores (β = 0.325, 95% CI: 0.122, 0.528), particularly in the reduced personal accomplishment (PA) dimension (β = 1.003, 95% CI: 0.746, 1.259). Conclusions: This study highlighted the high prevalence of occupational burnout and fatigue among HCWs in Shanghai, China. Occupational stressors were associated with both burnout and fatigue, with higher workload, work–life imbalance, and poorer career development showing particularly significant contributions. These findings emphasized the urgent need for targeted interventions, including workload management, career development programs, and mental health support, to reduce occupational stress and mitigate its adverse effects on HCWs. Full article

This conceptual article introduces an alternative perspective on the notion of the urban context for early-career researchers interested in developing academic writing through literary narratives. It brings together two distinct conceptualizations of context. The first is a philosophical approach rooted in interpretive traditions within the humanities and social sciences. The second is a spatial–societal approach commonly adopted in architecture, urban planning, and urban design. By bridging these perspectives, our article aims to enrich interdisciplinary discourse and support more nuanced understandings of urban environments in narrative-based research. The question posed by this conceptual article is given as follows: How can adopt a historical–philosophical contextual approach to literary narratives support the development of non-traditional narrative forms and offer a strategic foundation for early-career researchers? This study adopts a qualitative research approach to examine the role of context in knowledge production. A linear snowball sampling was employed to identify relevant sources, followed by qualitative content analysis to extract key insights. The outcomes integrate perspectives from historians, interpretive philosophers, and urban specialists. The findings provide practical strategies to support early-career researchers in developing historically informed, contextually grounded literary narratives, particularly within non-traditional academic formats. Full article

Background/Objectives: All countries face a shortage of qualified nurses. Based on the social cognitive career theory (SCCT), it is assumed that individual and environmental aspects are interlinked and determinants in career choice and vocational behaviors. This study aims to determine if nursing students differ in their perceptions of nursing as a career. Furthermore, this study wants to determine if the students in a cluster differed in their outcome expectations, job satisfaction, and informal workplace learning. Methods: This study employed a mixed-methods design consisting of two phases: the first involving a pre-study with experts (N = 10) and the second comprising a cross-sectional questionnaire survey. The goal of the pre-study was to find relevant characteristics of the nursing profession. In a cross-sectional study with an online questionnaire, 230 nursing students (N = 230) participated. An inclusion criterion was that participants were enrolled in vocational training to become a nurse. In the questionnaire validated scales were used to ask participants about the characteristics of the nursing profession, their perceptions of nursing as a career, outcome expectations, informal workplace learning, and job satisfaction. Analysis: Data analysis included descriptive statistics (e.g., percentage distributions), hierarchical cluster analysis, and analysis of variance (ANOVA). Results: The LCA results based on Schwarz’s BIC showed a two-cluster solution (Akaike Information Criterion (AIC) 251.984, Bayesian information criterion (BIC) 265.296, and adjusted Bayesian information criterion (aBIC) 252.622). The results of the ANOVA showed significant differences regarding outcome expectations (F = 22.738; <0.001), the perception of nursing as a career (F = 36.231; <0.001), and the engagement in informal workplace learning activities (F = 20.62; <0.001). For job satisfaction, no significant differences were found. Conclusions: Nursing vocational education and training is a vital socialization process in which supervisors can arrange a positive learning climate. Full article