Search Results (81)

Firefighting requires high and multidimensional fitness to ensure operational readiness and public safety. In Portugal, there is limited data regarding firefighters’ fitness and exercise programs to improve readiness are lacking. This study evaluated the effects of a 6-month minimal-equipment exercise program on the physical fitness of firefighter recruits. Thirty-five male subjects (23.0 ± 2.72 years) were assessed at baseline,3 and 6 months for body composition, handgrip strength, running speed, cardiovascular endurance, anaerobic power, and upper- and lower-body strength. The intervention entailed daily sessions with 15 min of continuous running (50–65% HRmax) and active stretching, followed by alternating routines, including endurance running, free weights, interval sprints, calisthenics, and drills. A repeated-measures ANOVA and Bonferroni adjusted post hoc comparisons identified time-based changes. Significant improvements occurred across all fitness variables. Body fat fell by 8.4% and VO₂max increased (p < 0.001), surpassing occupational thresholds required for extended suppression tasks. Bench press and sit-up performance improved by 88% and 81%, respectively, while countermovement jump showed double-digit gains (13%), all of which can translate directly to hose advancement, victim rescue, and forcible entry. These results highlight that resource-constrained departments can implement effective, low-cost exercise programs for enhancing pivotal fitness components, supporting policy initiatives to include structured training throughout firefighters’ careers. Full article

Soft skills are increasingly viewed as essential personal resources for sustainable employability, yet their combined role with Psychological Capital (PsyCap) and proactive career behaviors among university students remains insufficiently understood. Grounded in the Job Demands–Resources model, this study examines whether soft skills predict PsyCap, employability, job crafting (seeking challenges) and active job search behavior, and whether these relationships differ between STEM and non-STEM students. A sample of 501 Italian university students (mean age = 22.7) completed validated measures of soft skills, PsyCap (resilience and optimism), employability (employability, networking, social networks), seeking challenges and active job search. Structural equation modeling revealed that soft skills significantly predicted PsyCap (β = 0.57), employability (β = 0.45), seeking challenges (β = 0.61) and active job search (β = 0.25). Multi-group analyses showed configural invariance across STEM and non-STEM groups and generally comparable relationships, with slightly stronger effects of soft skills on PsyCap and employability for non-STEM students. These findings extend prior work by testing an integrated JD–R-informed employability model that links soft skills to both psychological resources and proactive career behaviors within the same SEM and across academic domains. Overall, findings highlight soft skills as foundational resources that enhance students’ psychological functioning and proactive career behaviors, ultimately supporting readiness for work and the development of adaptive, sustainable career paths. Full article

Little research exists that focuses on the transition experiences of students with disabilities (SWDs) from high school to college and scholarly investigation of science, technology, engineering, and math (STEM) pathways for neurodivergent students is emergent. The purpose of this current study is to better understand the experiences and perspectives of college freshman with disabilities, following participation in a STEM-focused high school-to-college transition program. Participants in this study completed a yearlong STEM-based college transition program in 2023, followed by a follow up survey and semi-structured interview during their freshman year in college. Results outline participant successes and challenges related to multiple college and career readiness factors. Most participants experienced a successful transition to their first semester in college, continued engagement in STEM-related career development, and several social and extracurricular activities. Future practice and research recommendations are provided. Full article

Frontline workers across health, emergency, and social care sectors are repeatedly exposed to distressing events and chronic stressors as part of their occupational roles. Unlike single-event trauma, these cumulative exposures accrue over time, generating persistent psychological and physiological strain. Traditional diagnostic frameworks, particularly post-traumatic stress disorder (PTSD), were not designed to capture the layered and ongoing nature of this occupational trauma. This commentary introduces the concept of Persistent Traumatic Stress Exposure (PTSE), a framework that reframes trauma among frontline workers as an exposure arising from organisational and systemic conditions rather than solely an individual disorder. It aims to reorient understanding, responsibility, and intervention from a purely clinical lens toward systems, cultures, and organisational duties of care. PTSE is presented as an integrative paradigm informed by contemporary theory and evidence on trauma, moral injury, organisational stress, and trauma-informed systems. The framework synthesises findings from health, emergency, and social care settings, illustrating how repeated exposure, ethical conflict, and institutional pressures contribute to cumulative psychological harm. PTSE highlights that psychological injury may build across shifts, careers, and lifetimes, requiring preventive, real-time, and sustained responses. The framework emphasises that effective support is dependent on both organisational readiness, the structural conditions that enable trauma-informed work, and organisational preparedness, the practical capability to enact safe, predictable, and stigma-free responses to trauma exposure. PTSE challenges prevailing stigma by framing trauma as a predictable occupational hazard rather than a personal weakness. It aligns with modern occupational health perspectives by advocating for systems that strengthen psychological safety, leadership capability and access to support. By adopting PTSE, organisations can shift from reactive treatment models toward proactive cultural and structural protection, honouring the lived realities of frontline workers and promoting long-term wellbeing and resilience. Full article

Using survey data from five countries in the Southeast Europe (SEE) region, we examine the factors that contribute to the green career intention. As expected, the prior pro-environmental orientation, as measured by the New Ecological Paradigm scale, is associated with green career intention. In addition, there is also a significant association between prior volunteering and the observed career plans. Other factors, including gender, age, study level, social background, and work-related experiences, did not prove to be empirically significant predictors in this context. There is an interesting, but insignificant, tendency among SEE business students at higher study levels to choose green careers; however, seemingly important career determinants, such as work experience, managerial experience, and entrepreneurial experience, do not appear to matter at all. The examined model explains only a small portion of the variation in career intentions, indicating that a wealth of factors remain to be accounted for in future research. We conclude the study with a discussion of implications for business education in the SEE region and offer recommendations for fostering ESG talent in emerging economies. Full article

Across the globe, as countries implement policies and programs to increase college enrollment of youth to increase their workforce outcomes, a recently implemented education policy in Texas instead centers the student in selecting career pathways right out of high school. This paper explores the relationship between career-focused graduation plans and workforce outcomes of the 40% of Texas public school youth who do not continue into higher education. Through access to a statewide, individual-level data repository, this research produces a thorough descriptive analysis of the workforce outcomes of high school graduates who do not continue into higher education and estimates relationships between workforce outcomes and career-focused high school graduation plans. Our findings indicate that early in their implementation, career-focused graduation plans demonstrate no relationship to workforce outcomes for high school graduates who do not continue into higher education. We further found a declining trend in workforce participation for youth with only a high school credential. In conclusion, we recommend revising current graduation pathways to reinstate the requirement for higher-level mathematics courses across all graduation plans, while also ensuring that every student has access to these advanced math opportunities during high school. Full article

The present systematic review aims to provide a comprehensive synthesis of evidence and practices regarding sustainable career transitions in elite sport. Following PRISMA guidelines, an extensive literature search was conducted in SPORTDiscus (EBSCOhost), PsycINFO, Scopus, Web of Science, and Google Scholar databases, resulting in 117 manuscripts, published from January 2015 to May 2025, and meeting the defined inclusion criteria. The review focused on mental health, dual-career pathways, transition readiness, and identity-related issues among elite athletes, Olympians, and Paralympians. Methodologies included qualitative, quantitative, and mixed-methods designs, with multisport and mixed-gender samples prevailing. The most commonly used instruments were semi-structured interviews and surveys. The main findings highlighted the centrality of mental health support, the role of dual-career planning, and the importance of proactive identity negotiation. Despite growing research interest, significant gaps persist in access to psychological support, structured transition planning, and dual-career strategies, with notable inconsistencies across countries and sports. The review emphasizes the necessity for integrated, multidimensional guidance, culturally sensitive psychological services, and flexible educational pathways to promote athlete well-being and sustainable post-sport careers. These insights are intended to inform the implementation of the ERASMUS+ funded PORTAL project, supporting evidence-based interventions and the development of resources such as an online platform and Real-Life Transition Officers to enhance the transition experiences of elite athletes. Full article

Though higher education has returned to in-person instruction in the wake of the COVID-19 pandemic, demand for online learning continues to increase. This rapid growth in virtual instruction necessitates examining its impact, particularly in skill-based courses that have traditionally been taught in person. Public speaking, a course requiring experiential learning and active engagement, presents unique challenges and opportunities when converted to an online format. This study explores student experiences in an online public-speaking course designed to parallel the structure of traditional in-person instruction, examining whether the essential learning outcomes of a skill-based class can be effectively achieved remotely. Using archival student data (n = 1151) from 2021 to 2024, we conducted a qualitative analysis of student reflections on how in-person pedagogical strategies effectively implemented in the online format influenced their self-concept, mindset, and overall learning experience. Our findings indicate significant improvements in students’ self-concept, growth mindset, self-confidence, and their ability to overcome fears related to public speaking. Additionally, students highlighted unexpected benefits of the online format, including enhanced support for multilingual learners and increased connections between course content and greater future career readiness in utilizing remote communication. These results highlight the potential of well-designed online public speaking instruction to foster skill development, professional preparedness, and inclusive learning. The study has implications for future skill-based online pedagogy and curriculum development. Full article

The COVID-19 pandemic has heightened the psychological vulnerability of university students, making it essential to identify personal resources that can support well-being and career readiness. This study investigates the role of soft skills in predicting psychological outcomes like optimism, resilience, and self-management. A total of 1067 Italian university students completed validated self-report questionnaires. Structural equation modeling showed that soft skills significantly predicted all three psychological resources. Although no significant gender differences emerged, slight variations suggest the adoption of different coping styles. The findings emphasize the importance of integrating soft skill development into university programs to strengthen students’ psychological capital and prepare them for the challenges of work and life in the post-COVID-19 era. Promoting inclusive and flexible interventions can support students with diverse characteristics and contribute to the creation of healthier and more equitable academic and occupational environments. Full article

Background/Objectives: Military identity serves as a foundational lens through which service members navigate the events of everyday military and civilian life. However, the very process that cultivates a sense of unity and purpose can be a double-edged sword in civilian life. Although the prevalence and transition needs are known, few studies have explored how chronic pain specifically disrupts military identity in depth. This qualitative study explores three distinct trajectories through which Veterans with chronic pain experience identity change. Methods: This study used narrative inquiry involving two sets of in-depth interviews with 20 Veterans. Reflexive thematic analysis was employed to describe and differentiate three distinct trajectories of chronic pain. Results: Veterans with chronic pain experience identity change through three overlapping pain trajectories: (1) traumatic injury -> immediate discharge; (2) misdiagnosed/non-traumatic injury -> delayed discharge; and (3) cumulative wear and tear -> gradual discharge. Regardless of trajectory, chronic pain consistently disrupted military identity and forced Veterans to confront tensions between institutional expectations of stoicism and combat readiness and the physical realities of chronic pain during military service. Those interviewed described experiencing fragmented institutional support, uneven access to care, and the systemic invalidation of pain that did not conform to military ideals. Conclusions: These findings underscore the need for Veteran-centred approaches, including responsive services, comprehensive pain science education throughout military careers, early detection of conditions that can lead to chronic pain, and flexible care pathways tailored to the nuances of each pain trajectory and grounded in military culture and lifestyle. Full article

Healthcare organisations recognise the need to deliver higher-quality, evidence-based care. Thus, managers need to improve their practice regarding managing and translating knowledge. Knowledge Translation faces diverse barriers that must be identified and addressed. Therefore, perceptions from 138 nurses at a social hospital were gathered using a pilot European Portuguese version of the Organisational Readiness for Knowledge Translation (OR4KT) instrument, to assess the organisation’s readiness to translate knowledge and implement change. Dimensions scores revealed the institution’s strengths in dimensions such as Organisational Climate for Change (36.25) and Organisational Support (35.85), but also exposed the need to improve Motivation (32.95) and Change Content (33.13). The overall score settled at 62.72, normalised on a 0 to 100 scale. The variable, “Professional Recognition,” was created to account for the high proportion of Specialist Nurses who were not integrated into the professional career structure, revealing that formally recognised specialists reported significantly different perceptions across the organisational culture dimensions. The results indicate that the organisation has a solid foundation for knowledge translation, though its readiness remains below the optimal level. Full article

This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article

In higher education, institutional quality is traditionally assessed through metrics such as academic programs, research output, educational resources, and community services. However, it is important that their activities align with student expectations, particularly in relation to interactive learning environments, learning management system interaction, curricular and co-curricular activities, accessibility, support services and other learning resources that ensure academic success and, jointly, career readiness. The growing popularity of student engagement metrics as one of the key measures to evaluate institutional efficacy is now a feature across higher education. By monitoring student engagement, institutions assess the impact of existing resources and make necessary improvements or interventions to ensure student success. This study presents a comprehensive analysis of student feedback from the StudentSurvey.ie dataset (2016–2022), which consists of approximately 275,000 student responses, focusing on student self-perception of engagement in the learning process. By using classical topic modelling techniques such as Latent Dirichlet Allocation (LDA) and Bi-term Topic Modelling (BTM), along with the advanced transformer-based BERTopic model, we identify key themes in student responses that can impact institutional strength performance metrics. BTM proved more effective than LDA for short text analysis, whereas BERTopic offered greater semantic coherence and uncovered hidden themes using deep learning embeddings. Moreover, a custom Named Entity Recognition (NER) model successfully extracted entities such as university personnel, digital tools, and educational resources, with improved performance as the training data size increased. To enable students to offer actionable feedback, suggesting areas of improvement, an n-gram and bigram network analysis was used to focus on common modifiers such as “more” and “better” and trends across student groups. This study introduces a fully automated, scalable pipeline that integrates topic modelling, NER, and n-gram analysis to interpret student feedback, offering reportable insights and supporting structured enhancements to the student learning experience. Full article

Universities face growing pressure to deliver personalized learning that prepares students with adaptable, future-ready competencies. Traditional static curricula are often unable to meet these demands. This paper introduces a novel framework based on AI-enhanced digital twins of students (DTS) as dynamic virtual representations integrating academic performance, competency attainment, learning preferences, career objectives, and engagement patterns. The DTS framework employs artificial intelligence algorithms, semantic ontologies spanning educational and career domains, and real-time feedback mechanisms for personalized learning pathway orchestration. To demonstrate the framework’s potential, a simulation study was conducted using synthetic student data. Results compared DTS-guided adaptive pathways with traditional static approaches and showed improvements in competency attainment, engagement, learning efficiency, and reduced dropout risk. Full article

The integration of artificial intelligence (AI) into education is a defining challenge for achieving a sustainable digital future. This study addresses this challenge by exploring the psychological foundations necessary for teacher readiness, framing this preparation as a matter of social sustainability for the teaching profession. Employing a correlational research design, this study investigates the relationships among key psychological constructs as perceived by pre-service educators. Specifically, it examines how pre-service preschool teachers’ self-reported levels of self-regulation and social-emotional expertise relate to their self-assessed AI—Technological Pedagogical Content Knowledge (AI-TPACK). The findings were revealing: multiple linear regression analyses confirmed perceived self-regulation as a robust predictor of the self-assessed core and composite knowledge elements of AI-TPACK. Counterintuitively, social-emotional expertise did not show a significant correlation with any aspect of AI-TPACK. This suggests that the metacognitive skills inherent in self-regulation are fundamental for empowering educators to engage in the lifelong learning required for a sustainable career. Therefore, teacher education programs must strategically cultivate these skills to foster a resilient teaching workforce, capable of ethically shaping the future of AI in inclusive and sustainable learning environments. Full article