Search Results (339)

Developing-country construction sectors continue to record disproportionately high occupational accident rates, partly attributable to the slow adoption of digital safety technologies, including Building Information Modeling (BIM) and Internet of Things (IoT) systems. While prior empirical research has established the population-level factors that explain stakeholder adoption intention through survey-based frameworks, the ability to classify individual stakeholder readiness for targeted, pre-deployment intervention remains methodologically unaddressed. This study fills that gap by applying three supervised machine learning classifiers (Random Forest [RF], XGBoost (XGB), and Support Vector Machine (SVM)) to a dataset of 107 construction professionals purposively sampled from large-scale infrastructure projects in Pakistan, including China−Pakistan Economic Corridor (CPEC) packages and the Barakahu Bypass project. Five construct-level features derived from an integrated Technology Acceptance Model and Technology−Organization−Environment (TAM-TOE) survey instrument were used to classify stakeholders into High, Moderate, and Low readiness tiers. XGBoost achieved the best classification performance (accuracy = 93%, macro F1 = 0.93), followed by RF (91%, F1 = 0.91) and SVM (87%, F1 = 0.87). The convergent performance across three structurally different algorithm families indicates that the readiness signal reflects a consistent attitudinal pattern rather than an artifact of any single modeling assumption. Feature importance analysis consistently identified Perceived Benefits (32%) and Technology Awareness (25%) as the dominant predictive features, followed by Organizational Readiness (20%), Perceived Barriers (15%), and Respondent Profile (8%). Attitudinal readiness mapping classified 62% of stakeholders as High readiness, 28% as Moderate, and 10% as Low, providing an exploratory attitudinal segmentation framework to assist construction managers in prioritizing capacity-building investments, subject to longitudinal behavioral validation. The study also finds that awareness of digital technology consistently outpaces Organizational Readiness for implementation, a pattern consistent with findings from analogous developing-country construction contexts. Full article

In this case study, we examined a school in Northern Norway that has integrated outdoor learning as a core element of its pedagogical practices. To develop a comprehensive understanding of the role of outdoor learning and the factors contributing to the school’s success, we conducted semi-structured interviews with stakeholders of outdoor learning: six students, three teachers, one teaching assistant, and the principal. Our interviews were thematically analyzed using a whole-school approach framework, and our findings indicate that outdoor learning is embedded in the school’s identity. The regularity of outdoor learning for all students, with support from the school’s leadership and committed teachers, ensures predictability and continuity. Students and staff are broadly positive about outdoor learning and report that it strengthens student–teacher relationships. Outdoor learning is understood as interdisciplinary, and the practice enhances both academic learning and environmental awareness. Nevertheless, we identified limited opportunities and a weak culture for sharing outdoor learning practices among teachers. The school therefore aims to develop a progression plan for outdoor learning and to facilitate greater sharing to strengthen the professional community and improve coherence. This case study contributes to the literature by specifying organizational and contextual conditions for successful implementation and by highlighting the need to align outdoor and indoor teaching. Sustained outdoor learning requires holistic support from everyone involved in the school community. Full article

Diagnostic imaging is central to clinical decision-making across many care pathways, yet the expertise needed to use these images well is unevenly distributed across health systems, with workforce limitations identified as a major barrier to equitable access, particularly in low- and middle-income countries. Digital education has emerged as one response to this gap, offering scalability, asynchronous and just-in-time access, and the cost-efficiency required for global deployment. This paper examines the digital education portfolio of the International Atomic Energy Agency’s Nuclear Medicine and Diagnostic Imaging Section, hosted mainly on the open-access Human Health Campus, which in 2025 recorded approximately 45,800 active users and 150,000 views across 159 countries. The portfolio combines structured e-learning courses, interactive webinars, virtual conference access through the Livestream programme, and a broader repository of publications, teaching cases, and reference resources, supported by an internal e-learning framework and learning management system infrastructure. Partnerships with international scientific societies further extend the reach of expert knowledge and professional exchange. The paper argues that these initiatives are best understood not as content delivery alone but as a coordinated strategy to support diagnostic quality at the level of the practising physician, extending access to expertise and strengthening the conditions for better practice, while remaining a complement to, rather than a substitute for, supervised clinical training. Full article

This paper proposes a conceptual framework for strengthening school quality assurance through knowledge management to support sustainable education. Drawing on the international priorities of the OECD and UNESCO, the study positions school self-evaluation as a central quality-assurance mechanism that can promote continuous improvement, accountability, equity, and better learning outcomes. Methodologically, the study adopts a quantitative research design to collect data from 978 teachers across 20 schools in Hong Kong. Exploratory factor analysis and structural equation modelling were employed to identify the latent variables and validate the conceptual framework. Results show that effective quality assurance depends on both formal procedures and the school’s capacity to create, share, and use knowledge. Key knowledge management enablers include visionary leadership, professional autonomy, bureaucratic control, information technology infrastructure, and a collaborative culture of knowledge sharing. Within this model, professional autonomy and knowledge sharing link management conditions to evidence-informed reflection, planning, and improvement. The framework is situated in the context of Hong Kong schools while offering broader relevance for education systems seeking sustainable development. The study concludes that sustainable school self-evaluation is driven primarily by teacher professional autonomy (β = 0.738, total effect = 0.795), with knowledge sharing functioning as a critical mediating mechanism that transmits the effects of visionary leadership (indirect β = 0.343) and enabling bureaucratic control (indirect β = 0.103) into evaluation quality. IT infrastructure does not exert a significant direct effect on SSE (β = 0.056, p = 0.098), indicating that technological provision is a necessary but insufficient condition for evaluation effectiveness in the Hong Kong context. Full article

This study examined how digital equity conditions and bundled professional development policies are associated with sustainable teacher learning, self-efficacy, and student engagement in Greek primary schools. A total of 460 in-service teachers from urban, suburban, and rural areas participated in the study. Data were collected through Likert-scale measures assessing information systems use, TPACK-aligned professional development outcomes, teacher self-efficacy, implementation challenges, and student engagement. The analysis included ANOVA, MANOVA, OLS regression with interaction terms, and theory-informed indirect-pathway models. The findings indicated that infrastructure funding alone was not significantly associated with teacher capacity or student engagement after the introduction of relevant controls. More consistent associations emerged when funding was combined with mandated and time-protected professional development, together with minimum connectivity standards. Teacher self-efficacy was consistent with a partial indirect pathway between information systems use and student engagement, while stronger indirect associations were observed among early-career teachers. In addition, a bundled governance index was associated with narrower urban–rural disparities in teacher capacity. The findings suggest that sustainable digital equity in primary education depends not only on access to resources but also on coherent professional support structures that are associated with teacher confidence, instructional continuity, and long-term engagement. Implications are discussed for the design of sustainable professional development policies in teacher education and primary schooling. Full article

Indigenous students continue to experience persistent educational inequities shaped by colonial histories, assimilationist schooling structures, and the marginalization of Indigenous knowledge systems. Although social–emotional learning (SEL) is widely promoted as foundational to student well-being and academic success, dominant SEL frameworks often reflect Eurocentric assumptions that overlook Indigenous understandings of relationality, land, identity, healing, and collective responsibility. In alignment with Sustainable Development Goal 4 (SDG 4), this study examines how SEL and teacher professional development can be reimagined through Indigenous and Local Knowledge (ILK). Using a qualitative collaborative ethnographic design integrated with a structured literature synthesis, the study drew on two years of community-engaged research involving collaborative focus group dialogues, community interactions, and sustained relational engagement with Native teachers, Elders, cultural leaders, and community practitioners (N = 20). Thematic analysis revealed five interrelated themes: culturally grounded SEL frameworks, structural barriers and equity-driven strategies, culture as prevention and healing, schoolwide conditions that sustain belonging and identity, and alignment between Indigenous-centered SEL and SDG 4. Findings highlight the importance of cultural identity, ceremony, storytelling, Elder mentorship, talking circles, land-based learning, relational accountability, and community partnerships in supporting meaningful SEL. The findings also reveal tensions between Indigenous relational approaches to SEL and dominant educational systems shaped by standardization, accountability pressures, and assimilationist schooling structures. The study advances a conceptual model showing how Indigenous-centered SEL, mediated through relational teacher professional development, can support culturally sustaining, healing-centered, equity-oriented, and sovereignty-affirming educational outcomes aligned with SDG 4. In addition to contributing to SEL scholarship, the study offers implications for teacher education, educational policy, and school leadership seeking to advance culturally sustaining and community-responsive educational systems. Full article

Performance-related anxiety for musicians, or Music Performance Anxiety (MPA), is often considered to be ‘part of the gig’. Whilst research has been conducted to elucidate the experiences of musicians who perform with anxiety, research on the experiences of those who perform in its absence is scarce. Learning from these experiences can support the development of treatment interventions and performance-related experiential goals for musicians, especially for those who are yet to perform without experiencing impairing anxiety. The aim of this study was to examine the cognitive and schematic experiences of professional musicians who perform in the absence of debilitating MPA using qualitative interview methods. Six professional western classical ensemble musicians were recruited (three female; three male) to complete a semi-structured interview examining the cognitive and schematic features of their performance experience. A thematic analysis was completed, describing six core themes across three layers comprising early experiences, pre-performance and during-performance experiences. Participants identified that despite early career experiences of MPA, they developed confidence through repetition and the positive influence of others. They relied upon foundational technical, performance and mental skills to perform, which encompassed a strong answer to the question of ‘why’ when it came to performing. During performances, participants reported a deep sense of connection to the music, their peers, and the audience, externally focusing their attention beyond themselves. The results highlight the utility of interventions aligned with the experiences of those who perform in the absence of debilitating anxiety and call for continued values-driven cognitive performance preparation education for musicians. Full article

Systemic educational change in Colombia refers to coordinated transformation across policy, teaching, curriculum, assessment, school leadership, teacher professionalization, data use, and community participation, oriented toward improving learning quality, equity, citizenship, and transitions to further study and work. This entry treats systemic change as a continuous, context-sensitive process rather than as a single reform event. Its success depends on the alignment of national direction, territorial implementation, institutional capacity, teacher agency, family and community engagement, and reliable feedback on whether students are developing the knowledge, skills, dispositions, and opportunities needed for social and labor participation. Full article

Rural and remote health systems continue to face persistent workforce challenges that affect the delivery of chronic disease care, including diabetes management. Mentorship is widely recognised as a valuable strategy for supporting health professionals, with demonstrated benefits for practice development and workforce sustainability. However, many mentorship approaches are developed in well-resourced settings and assume stable infrastructure, protected time, and workforce capacity. These assumptions may not align with the realities of rural and remote practice, where service pressures and resource constraints shape everyday care. This commentary examines how mentorship can be designed for constrained health systems. It proposes a systems-oriented perspective that positions mentorship as part of routine practice rather than as a separate professional development activity. Emphasis is placed on flexibility, co-design, and cultural safety, with attention to how mentorship can be integrated within workforce development pathways. This reframing has implications for strengthening rural health services by supporting continuous, context-responsive learning within routine practice. More broadly, this approach offers a scalable pathway to workforce strengthening in geographically dispersed and resource-variable health systems. Full article

The evolving landscape of higher education necessitates a re-evaluation of professional development (PD) frameworks to support instructors in enhancing their teaching practices. This paper introduces the Professional Development in Teaching and Learning Recommender (PDTLR), developed to identify instructors’ needs based on salient categories of PD in teaching and learning common across higher education. Utilising Rasch Measurement Theory (RMT) and a sample of 245 university instructors from a state-funded university in Singapore, the PDTLR was found to provide a reliable and valid measure of PD needs in teaching and learning and addresses inadequacies in existing instruments for identifying higher education instructors’ PD needs. The PDTLR represents a significant advancement in identifying PD needs within higher education, offering a valuable resource for institutions aiming to foster continuous improvement and professional growth among their faculty. Full article

The teaching and assessment of veterinary professionalism are essential components of veterinary degree curricula. The content of veterinary professionalism education programs has been informed by multiple stakeholders including educators, practitioners, and regulatory bodies. Since student perceptions also represent a powerful force in shaping the curriculum, the aim of this study was to explore the perspectives of final-year veterinary students on professionalism teaching and learning within their veterinary program. A mixed-methods study was conducted across three veterinary schools (Massey University–New Zealand; Murdoch University–Australia; University of Nottingham–United Kingdom). An online survey captured final-year veterinary students’ opinions on professionalism teaching and the suitability of their current professionalism curricula. Subsequent focus groups explored perceptions in greater depth. Of 81 survey respondents, 66% perceived professionalism instruction to be essential, 79% agreed that their current professionalism instruction included appropriate content, and 58% perceived the instruction to represent adequate preparation for interaction with clients and professional colleagues. Only 39% of respondents, however, agreed that professionalism teaching was well integrated into the rest of the program. Three themes were identified following thematic analysis of the transcripts from the 11 focus groups conducted: ‘the challenges associated with teaching and assessing professionalism’, ‘the influence of clinical teaching faculty on student professionalism development’, and ‘the importance of adopting effective teaching methods to teach professionalism’. Findings from both studies showed that students placed the greatest value on learning and assessing professionalism within an authentic clinical context, while also appreciating interactive teaching formats and group work. Educators should, therefore, consider integration, authenticity, and interactive delivery as they continue to develop their veterinary professionalism curricula. Full article

Purpose: Access to assistive technology (AT) is a fundamental human right and a critical component of Universal Health Coverage (UHC). In the Middle East and North Africa (MENA) region, the scarcity of trained professionals remains a significant barrier to AT service provision. This study evaluates the effectiveness and perceived usefulness of the Assistive Technology Training Program (ATTP), a specialized continuing education initiative designed to build workforce capacity among rehabilitation and healthcare professionals. Methods: A convergent mixed methods design was used to analyze quantitative pre/post-test scores and qualitative focus group open-ended responses. Quantitative data were gathered from 386 participants across 11 MENA countries using a pre- and post-test assessment of AT knowledge. Qualitative utility and participant satisfaction were assessed through a 5-point Likert scale survey evaluating content relevance, trainer expertise, and facilities. Association tests (ANOVA and t-tests) were conducted to identify factors influencing knowledge gain. Results: Participants demonstrated a statistically significant improvement in AT knowledge, with the overall mean score increasing from 3.67 ± 1.13 to 7.50 ± 1.25 (p < 0.001). High levels of satisfaction were reported, with 92% of participants rating the training as “Very Good” or “Excellent” regarding its relevance to clinical needs. Association tests revealed that professional background (p < 0.001), employment status (p = 0.0017), level of education (p = 0.011), and prior training experience (p = 0.026) were significant factors in the magnitude of improvement, although all subgroups achieved significant learning gains. Qualitative thematic analysis per the focus group discussions using the WHO-GATE 5 P framework identified three major themes: (1) Structural Challenges: Issues with Products and Provision point toward a need for better infrastructure and localized supply chains. (2) Human Capital: Personnel barriers emphasize that training shouldn’t just be for professionals, but should extend to caregivers as well. (3) Systemic and Social Change: Policy and People focus on the “soft” side of AT moving toward user-involved guidelines and fighting social stigma to ensure rights are upheld. Conclusions: The ATTP is an impactful educational intervention that significantly enhances the foundational competencies of healthcare professionals in the MENA region. By addressing knowledge gaps and fostering practical skills, the program serves as a preliminary model that demonstrates potential for building regional capacity and supporting the United Nations’ Sustainable Development Goal (SDG) #3 related to health and wellbeing and SDG #4 related to quality education and lifelong learning opportunities for all. Further research is required to evaluate its long-term scalability and clinical impact. Full article

Inclusive education is a cornerstone of the South African educational policy; however, effectively supporting learners with specific learning disorders remains a significant challenge, particularly within specialized school settings. This study explored the strategies and experiences of teacher-carers in promoting social support for learners with Developmental Coordination Disorder (DCD/Dyspraxia) in Johannesburg. Guided by an interpretivist paradigm, the researcher employed a qualitative study design, conducting semi-structured interviews with twelve teachers. Thematic analysis revealed that educators fostered inclusivity and social competence through individualized, learner-centred approaches, peer-mediated activities, and the creation of structured social learning opportunities. However, the findings also identified significant barriers, including a profound lack of teacher knowledge about Dyspraxia, insufficient training, and an absence of systemic support and awareness campaigns. These issues often led to misdiagnosis, feelings of teacher inadequacy, and ad hoc support strategies. The findings highlight that adequate support for learners with Dyspraxia depends not only on individual teacher dedication but also on structured professional development and institutional backing. The study recommends implementing continuous teacher training, adapting the curriculum, and launching nationwide awareness initiatives to better equip educators and foster inclusive learning environments. This study offers context-specific insights that can inform inclusive education practices in similar resource-constrained environments. Full article

This study examines how pre-service English teachers in Turkey experience the dimensions of proactive personality, job crafting, flow, and work engagement while making sense of their professional lives. In the phenomenological design research, semi-structured interviews were conducted with 13 teacher candidates selected through purposive sampling. Qualitative data were transcribed and subsequently analyzed using MAXQDA 2022 qualitative data analysis software and high inter-coder reliability was found. The findings were grouped under four themes. Under the heading of proactive personality, solution-focus, patience and communication, seeking support, and continuous development came to the fore. In the flow experience, open feedback from students, activities that made learning enjoyable, changes in the perception of time, and full participation in the natural flow of the lesson stood out. Professional craftsmanship manifested itself through strategies such as establishing trust-based relationships with students, colleagues, and parents, adapting methods, self-care, and time management. Dedication to work was defined through passion for the profession and the vitality provided by working with different student profiles. The results showed that teacher candidates demonstrated resilience-oriented professional strategies by combining individual initiative, social support, and continuous development tendencies. Furthermore, student-centered feedback and community-based relationships are understood to strengthen flow experiences and nurture dedication to work. The study points to the importance of supporting proactive tendencies in teacher training and designing learning environments conducive to flow. Full article

Virtual reality (VR) has emerged as a versatile technology for cognitive and professional training, enabling the simulation of complex environments that promote engagement, motivation, and adaptive learning. This study presents the design and development of a VR-based training system composed of three serious games aimed at strengthening executive functions (EFs), cognitive flexibility, inhibitory control, working memory, planning and logical reasoning, within the framework of continuous improvement methodologies in industrial contexts. The system was developed using the Game Development Software Engineering (GDSE) model combined with a Design-Based Research (DBR) approach, following iterative cycles of analysis, design, and heuristic validation by experts in engineering, design, and cognitive psychology. The results show that the final version of the system achieved high usability, cognitive coherence, and visual immersion, with game mechanics accurately reflecting the targeted EFs. Each game integrates progressive difficulty, multimodal feedback, and realistic industrial scenarios to ensure ecological validity and potential transfer to real workplace behaviors. The findings demonstrate the technical and conceptual feasibility of applying immersive environments for executive function training in adults and suggest that VR can support the development of cognitive and behavioral competencies essential for sustaining continuous improvement programs in organizational settings. Full article