Search Results (91)

Introduction: The increasing cultural diversity of patients poses new challenges for nurses. Cultural competence, especially knowledge of the cultural determinants of health and illness, is an important element of professionalism in nursing care. The aim of this study was to analyse nurses’ self-assessment of cultural knowledge, with a focus on the six dimensions of the Giger and Davidhizar model, prior to formal training in this area. Methods: A triangulation method combining qualitative and quantitative analysis was used. The analysis included 353 statements from 36 master’s student nurses. Data were coded according to six cultural phenomena: biological factors, communication, space, time, social structure, and environmental control. Content analysis, ANOVA, Spearman’s rank correlation, and cluster analysis (k-means) were conducted. Results: The most frequently identified that categories were environmental control (34%), communication (20%), and social structure (16%). Significant knowledge gaps were identified in the areas of non-verbal communication, biological differences, and understanding space in a cultural context. Three cultural knowledge profiles of the female participants were distinguished: pragmatic, socio-reflective, and critical–experiential. Conclusions: The cultural knowledge of the participants was fragmented and simplified. The results indicate the need to personalise cultural learning and to take into account nurses’ level of readiness and experience profile. The study highlights the importance of the systematic development of reflective and contextual cultural knowledge as a foundation for competent care. Full article

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

Background/Objectives: Injury prevention programs (IPPs) are evidence-based interventions that reduce musculoskeletal injuries in youth sports. Despite their proven benefits, the adoption of IPPs by coaches remains limited. This study aimed to evaluate the awareness, usage, and perceptions of IPPs among youth sports coaches in Poland and to identify factors associated with their implementation. Methods: A cross-sectional study was conducted using a web-based survey tailored to youth sports coaches in Poland. Coaches of athletes aged 9–17 were recruited through targeted outreach to clubs and professional networks. The survey assessed IPP awareness, implementation, perceptions, and sources of information. Statistical analyses included chi-square tests, non-parametric comparisons, Firth’s logistic regression, and cluster profiling. Results: Only 54.6% of coaches (59 out of 108) were aware of IPPs, and among them, just 47.5% reported using them. No significant associations were found between IPP use and demographic variables such as gender, sport, or place of residence. Coaches who were aware of IPPs were significantly younger than those who were unaware (p = 0.029). The information source was the strongest predictor of IPP implementation: coaches trained via formal courses were over 20 times more likely to use IPPs compared to those learning from peers (OR = 20.4, p < 0.001). While coaches generally perceived IPPs as beneficial for fitness and recovery, 28.6% expressed doubts about their effectiveness in reducing injury risk. Conclusions: Despite broadly positive beliefs, only 47.5% of coaches who were aware of IPPs reported using them. Formal training significantly enhances the likelihood of adoption. These findings emphasize the need for structured educational efforts and improved dissemination strategies to promote evidence-based injury prevention in youth sports settings. Full article

Background/Objectives: In contemporary nursing education, clinical competence and psychological resilience are both essential; however, they are often treated as separate outcomes. Clinical placements are a central component of nursing education, and often expose students to high levels of stress, emotional challenges, and complex clinical demands. Building both clinical competence and psychological resilience during this phase is crucial to preparing students for the realities of professional practice. This narrative review, grounded in Bandura’s social cognitive theory (SCT), explores how educator behaviors, teaching strategies, and learning environments interact to influence both domains in undergraduate nursing students. Methods: A comprehensive search was conducted in PubMed, CINAHL, and PsycINFO for peer-reviewed articles published between 1 January 2000 and 2 May 2025. Relevant studies were thematically analyzed and were guided by Bandura’s SCT constructs, including observational learning, self-efficacy, and reciprocal determinism. No formal study appraisal was conducted due to the narrative nature of the review. Findings: Nineteen studies were included in the review. The findings highlight that reflective practices, structured feedback, peer learning, and strategies to build self-efficacy are central to building resilience and competence. Supportive educator behaviors such as mentoring, emotional support, and professional role modeling, were strongly associated with increased student confidence, emotional regulation, and adaptability. Psychologically safe clinical learning environments further enhanced self-efficacy and active engagement. In contrast, unsupportive or inconsistent environments were linked to student stress, disengagement, and reduced performance. Conclusions: This review highlights the need to move beyond traditional competency-based models toward an integrated approach that equally values psychological preparedness and resilience. Findings suggest a shift toward emotionally and socially integrated clinical education. Full article

In this work, we examine the correlation between financial inclusion and the Environmental, Social, and Governance (ESG) factors of sustainable development with the assistance of an exhaustive panel dataset of 103 emerging and developing economies spanning 2011 to 2022. The “Account Age” variable, standing for financial inclusion, is the share of adults owning accounts with formal financial institutions or with the providers of mobile money services, inclusive of both conventional and digital entry points. Methodologically, the article follows an econometric approach with panel data regressions, supplemented by Two-Stage Least Squares (2SLS) with instrumental variables in order to control endogeneity biases. ESG-specific instruments like climate resilience indicators and digital penetration measures are utilized for the purpose of robustness. As a companion approach, the paper follows machine learning techniques, applying a set of algorithms either for regression or for clustering for the purpose of detecting non-linearities and discerning ESG-inclusion typologies for the sample of countries. Results reflect that financial inclusion is, in the Environmental pillar, significantly associated with contemporary sustainability activity such as consumption of green energy, extent of protected area, and value added by agriculture, while reliance on traditional agriculture, measured by land use and value added by agriculture, decreases inclusion. For the Social pillar, expenditure on education, internet, sanitation, and gender equity are prominent inclusion facilitators, while engagement with the informal labor market exhibits a suppressing function. For the Governance pillar, anti-corruption activity and patent filing activity are inclusive, while diminishing regulatory quality, possibly by way of digital governance gaps, has a negative correlation. Policy implications are substantial: the research suggests that development dividends from a multi-dimensional approach can be had through enhancing financial inclusion. Policies that intersect financial access with upgrading the environment, social expenditure, and institutional reconstitution can simultaneously support sustainability targets. These are the most applicable lessons for the policy-makers and development professionals concerned with the attainment of the SDGs, specifically over the regions of the Global South, where the trinity of climate resilience, social fairness, and institutional renovation most significantly manifests. Full article

Esports is a global industry, with coaches widely regarded as having a pivotal role in facilitating player development and enhancing performance. Despite this, limited research has investigated the developmental experiences of esports coaches and how they are valued by diverse stakeholder groups. Consequently, the aim of this research is to explore global stakeholders’ perspectives towards the developmental experiences of esports coaches. Data were collected via a qualitative online survey completed by 98 participants, representing 28 nationalities, across six esports stakeholder groups (head coach, assistant coach, player, team manager, performance staff, analyst). Following a reflexive thematic analysis process, three themes were generated: (1) Speaking the same language: the importance of playing and knowing the game; (2) Walking the walk: the need for coaching experience to demonstrate competency; and (3) Formal professional learning and development: a bone of contention. By understanding how diverse stakeholders value different developmental experiences, the findings offer unique insights into the contested nature of coach development in esports. This research contributes to the esports coaching literature and provides a foundation for future empirical research into this emerging area, with recommendations and implications for esports coach education and practice discussed. Full article

Artificial intelligence (AI) has recently erupted into the field of education, offering novel opportunities, particularly in the analysis of student behaviour. There is a lack of knowledge on the use of AI in assessing attention; hence, a scoping review (ScR) is proposed. The aim is to explore and analyse the scientific literature related to such implementations in educational settings. We included empirical studies published in English between 2017 and 2023, focusing on the application of AI in formal learning environments. Theoretical reviews and studies conducted outside the field of education were excluded. The databases consulted were Scopus, Web of Science, and APA PsycInfo. The studies were selected by three independent reviewers using Rayyan, and the data were organised with predefined forms and analysed using VOSviewer. A total of 26 studies were identified. Research conducted in Asia (China) was predominant, although we found significant contributions from Europe and America. The methodological approaches were primarily experimental, focusing on mechanical observation and AI-based analytical techniques. The approaches adopted and the elements common to AI applications are discussed, highlighting implications for researchers, professionals and teachers. Full article

This study investigates the integration of youth work into school environments as a response to contemporary educational challenges. Drawing on the implementation of selected best practices in four European countries—Greece, Finland, Estonia, and Portugal—within the framework of the Youth Work in Schools (YWIS) Erasmus+ project, this research explores the potential of youth work to enhance school communities, promote sustainability, support student well-being, and deepen democratic practices. Employing a mixed-methods approach that combines case studies and survey data from educators and youth workers, the study examines the transformative impact of youth work in promoting inclusive, engaged, and resilient educational settings. Preliminary findings indicate that youth work contributes meaningfully to holistic youth development by creating collaborative school cultures, supporting emotional and social well-being, and encouraging active civic participation. Youth workers’ interventions—ranging from peer mentoring and participatory governance to sustainability initiatives—demonstrated the value of experiential, student-centred learning. However, the sustainable integration of youth work in education requires institutional openness, professional recognition, and systemic support. By analysing the reflections of practitioners across diverse national contexts, this paper offers critical insights for policymakers, educators, and practitioners aiming to bridge the gap between formal and non-formal education. It argues that embedding youth work in schools can serve as a catalyst for educational transformation, cultivating more democratic, sustainable, and supportive learning environments. Full article

This study aims to explore the professional learning and development needs of Special Educational Needs Coordinators (SENCOs) as strategic leaders in primary schools in Ireland. With the SENCO role lacking formal recognition in Irish policy, this research is important to identify the support structures necessary to enhance their effectiveness in leading inclusive education. Employing a mixed-methods sequential explanatory design, theoretically framed by Bronfenbrenner’s Ecological Systems Theory and Wenger’s Community of Practice model, the study first surveyed 371 SENCOs to assess their professional learning experiences and needs. This was followed by semi-structured interviews with nine school leaders, including SENCOs, SENCO principals, and principals, to gather in-depth insights into the role’s dynamics. The Department of Education’s school database was used to contact participants. Data analysis utilised descriptive statistics for the survey and reflexive thematic analysis for the interview data. Key findings indicate a significant demand for formal SENCO-specific professional learning programmes, with a focus on leadership, evidence-informed practices, and community engagement. The study concludes that professional learning for SENCOs should be structured around transformative social learning models and should include postgraduate courses and communities of practice. The research calls for policy development to formally recognise the SENCO role, and provide a coherent framework for their professional learning and development to ensure inclusive educational practices are effectively led and implemented in Irish schools. Full article

Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers’ perceptions and preparedness to teach students with DD. Studies were retrieved from databases including APA PsycNet, Crossref, ERIC, ProQuest, PubMed, and Scopus databases. Of 17,798 results, 16 studies met the inclusion criteria. The findings reveal mixed EFL teachers’ perceptions toward DD and inadequate training specific to DD. Moreover, practical teaching strategies and targeted interventions remain underrepresented in the literature. Most teachers lack formal DD-specific training, leading to insufficient classroom support. This review emphasizes the urgent need for improved in-service training and the development of effective resources. Future research should prioritize developing and evaluating practical teaching strategies and professional development programs on teacher preparedness in EFL contexts. Full article

Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 105 OLS teachers, and, second, a contrastive analysis examining potential differences in digital competence based on the language and teaching modalities (e.g., face-to-face vs. blended learning). This study uses the DigCompEdu framework to evaluate the digital skills of the teachers, revealing that, while they receive some training in digital competence, the overall level is only moderate, indicating a significant need for further professional development. Notably, the study highlights that the teachers’ ability to convey the importance of digital tools for educational purposes is a crucial area, particularly in an environment where digital natives and immigrants coexist, presenting an intergenerational digital divide. The contrastive analysis shows no significant differences in digital competence based on language or modality, pointing to the lack of specialized training for blended learning teachers, who must rely heavily on technology in their work. This study suggests future research should focus on the digital competence of students, considering age as a potential influential factor in language learning, and recommends designing a tailored digital competence training plan for OLS teachers based on the DigCompEdu framework, which could benefit foreign language educators broadly. Full article

Integrated STEM (i-STEM) education is attracting attention from educators and researchers worldwide to improve student achievement and engagement in STEM subjects and encourage the take-up of STEM-related careers. Multiple models of STEM integration have been proposed, and how i-STEM is interpreted and enacted in school contexts appears to vary considerably. This article reports the perceptions and practices of a group of Australian secondary school teachers with a commitment to implementing i-STEM in their schools but who have not received any specific professional development in this domain. Through individual, qualitative interviews, the study revealed considerable variation in how the teachers interpreted and enacted i-STEM in their schools. Teachers tended to develop learning activities that prioritized the subject area of their particular expertise and that had only tenuous links to mathematics. They considered i-STEM more engaging for their students than traditional subjects but were constrained in their planning by their various school regimes concerning assessment, curricula, and timetables. These structural and systemic impediments represent a core challenge for STEM teachers and teaching as greater numbers of schools and teachers in Australia are expected to implement some form of i-STEM education. Insights from this study point to the importance of developing support structures that allow for variations in context, as well as teacher interest and experience, yet that embrace a coherent and cohesive view of i-STEM, in the absence of a formal STEM curriculum and available professional development opportunities. Full article

Background/Objectives: The current literature reveals a gap in understanding how rehabilitation professionals, such as physical and occupational therapists, perceive and prepare to implement artificial intelligence (AI) in their practices. Therefore, we conducted a cross-sectional observational study to assess the perceptions, knowledge, and willingness of rehabilitation healthcare providers to implement AI in practice. Methods: This study was conducted in Saudi Arabia, with data collected from 430 physical therapy professionals via an online SurveyMonkey questionnaire between January and March 2024. The survey assessed demographics, AI knowledge and skills, and perceived challenges. Data were analyzed using Statistical Package for the Social Science (SPSS 27) and DATAtab (version 2025), with frequencies, percentages, and nonparametric tests used to examine the relationships between the variables. Results: The majority of respondents (80.9%) believed that AI would be integrated into physical therapy in future, with 78.6% seeing AI as significantly impacting their work. While 61.4% thought that AI would reduce workload and enhance productivity, only 30% expressed concerns about AI endangering their profession. A lack of formal AI training has commonly been reported, with social media platforms being respondents’ primary source of AI knowledge. Despite these challenges, 85.1% expressed an eagerness to learn and use AI. Organizational preparedness was a significant barrier, with 45.6% of respondents reporting that their organizations lacked AI strategies. There were insignificant differences in the mean rank of AI perceptions or knowledge based on the gender, years of experience, and qualification degree of the respondents. Conclusions: The results demonstrated a strong interest in AI implementation in physical therapy. The majority of respondents expressed confidence in AI’s future utility and readiness to incorporate it into their practice. However, challenges, such as a lack of formal training and organizational preparedness, were identified. Overall, the findings highlight AI’s potential to revolutionize physical therapy while underscoring the necessity to address training and readiness to fully realize this potential. Full article

This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these frameworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC we analyzed 38 empirical studies, focusing on the teachers’ PL experiences and the resulting self-perceived professional growth across its various domains. The findings indicate that while formal PD sessions (e.g., structured workshops and seminars) support skill development, they often yield mixed results due to their limited adaptability to specific contextual needs. In contrast, informal PL approaches, like mentorship and peer collaboration, foster reflective and practical growth. Combining both PL methods provides the most comprehensive benefits, blending structured learning with the flexibility of informal settings. This review underscores the need for hybrid PL models that address collective and individualized growth pathways, recommending future research into context-sensitive, mixed PL designs to effectively support in-service teachers. Full article

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape. Full article