Search Results (265)

Background/Objectives: International students pursuing higher education in the United States face unique challenges that increase their risk of food insecurity, including limited financial resources, employment restrictions, and cultural barriers. While food insecurity among domestic students has been widely studied, limited research focuses on the lived experiences of international graduate students. This study explores the challenges, perceptions, and coping strategies related to food insecurity among international graduate students at a large public university in North Texas. Methods: This qualitative, ethnographic study involved 20 semi-structured interviews with international graduate students who were clients of the university’s food pantry. Participants were recruited using purposive convenience sampling. Interviews focused on students’ experiences with food access, financial constraints, campus resources, and cultural food preferences. Data were analyzed using thematic coding in MAXQDA. Two standardized food insecurity measures—the USDA and FAO scales—were also administered and analyzed using SPSS. Results: Findings revealed that 85% of participants experienced limited access to nutritious and culturally appropriate foods, with 70% reporting hunger due to financial constraints. Themes included lack of cooking skills, limited campus food options, difficulty accessing familiar groceries, and limited job opportunities. Students expressed that food insecurity significantly impacted their physical health, mental well-being, and social lives, though many continued to prioritize academics over personal nourishment. Conclusions: Food insecurity among international graduate students is multifaceted, shaped by financial, cultural, and institutional barriers. Addressing this issue requires culturally sensitive interventions, improved access to diverse food options, tailored student support services, and institutional efforts to better understand and meet the needs of international students. Full article

This study, based on engineering education accreditation standards, addresses the supply–demand imbalance in China’s cybersecurity talent cultivation by constructing a sustainable “education-industry-society” collaborative model. Through case studies at Huaihua University and other institutions, employing methods such as literature analysis, field research, and empirical investigation, we systematically explore reform pathways for an innovative cybersecurity talent development system. The research proposes a “three-platform, four-module” practical teaching framework, where the coordinated operation of the basic skills training platform, comprehensive ability development platform, and innovation enhancement platform significantly improves students’ engineering competencies (practical courses account for 41.6% of the curriculum). Findings demonstrate that eight industry-academia practice bases established through deep collaboration effectively align teaching content with industry needs, substantially enhancing students’ innovative and practical abilities (172 national awards, 649 provincial awards). Additionally, the multi-dimensional evaluation mechanism developed in this study enables a comprehensive assessment of students’ professional skills, practical capabilities, and innovative thinking. These reforms have increased the employment rate of cybersecurity graduates to over 90%, providing a replicable solution to China’s talent shortage. The research outcomes offer valuable insights for discipline development under engineering education accreditation and contribute to implementing sustainable development concepts in higher education. Full article

In higher education, the employability and entrepreneurship services play an essential role in the labor market insertion of graduates. The management of public relations promotes institutional projection, the creation of networks with companies, and the dissemination of initiatives to strengthen professional skills. This research analyzes how the communication strategies of Andalusian public universities improve employability and encourage entrepreneurship. A methodological triangulation is used: literature review, analysis of social networks with Fanpage Karma, and study of corporate websites. The results show a focus on counseling, training, workshops, job fairs, and networking events, strengthening the brand of universities and their commitment to the professional development of students. Full article

In causal inference research, accurate estimation of individualized treatment effects (ITEs) is at the core of effective intervention. This paper proposes a dual-structure ITE-estimation model based on Bayesian Additive Regression Trees (BART), which constructs independent BART sub-models for the treatment and control groups, estimates ITEs using the potential outcome framework and enhances posterior stability and estimation reliability through Markov Chain Monte Carlo (MCMC) sampling. Based on psychological stress questionnaire data from graduate students, the study first integrates BART with the Shapley value method to identify employment pressure as a key driving factor and reveals substantial heterogeneity in ITEs across subgroups. Furthermore, the study constructs an ITE model using a dual-structured BART framework (BART-ITE), where employment pressure is defined as the treatment variable. Experimental results show that the model performs well in terms of credible interval width and ranking ability, demonstrating superior heterogeneity detection and individual-level sorting. External validation using both the Bootstrap method and matching-based pseudo-ITE estimation confirms the robustness of the proposed model. Compared with mainstream meta-learning methods such as S-Learner, X-Learner and Bayesian Causal Forest, the dual-structure BART-ITE model achieves a favorable balance between root mean square error and bias. In summary, it offers clear advantages in capturing ITE heterogeneity and enhancing estimation reliability and individualized decision-making. Full article

In Vietnam, English proficiency is a graduation requirement and offers students great opportunities to win scholarships and employability after graduation. Universities in the Mekong Delta region (MDR) often face challenges in foresting students’ English proficiency despite continuous assistance offered. Although students have taken online supplementary courses (OSC) delivered through e-learning systems to support their English formal classes for several years, students’ successes in English tests with such supplementary courses and the predictors of this issue remain unknown. Therefore, we developed a model to predict students’ success in English final tests based on behaviors and grades in OSC using logistic regression (LR) and classification and regression tree (CART) classifiers. A total of 109 students of OSC in a target university in MDR participated in this study, and the result showed that CART (area under the curve (AUC) = 89.3%) was slightly better than LR. The outcomes of this study contribute to students’ success in English tests and the enhancement of the effectiveness of online supplementary courses for English improvements. Full article

The increased menstrual disturbances post-vaccination remain unclear. We examined factors, types, frequencies, and emotional challenges. We used a self-administered online questionnaire with the IBM-based SPSSv-24-Windows software for analysis. Of 1372 females, 61.1% (n = 838) were aged 19–29 years, 94.2% (n = 1292) were Saudis, 66.4% (n = 911) were graduates, 70% (n = 965) were single, and 15% (n = 205) had chronic diseases. Moreover, 96.5% (n = 1285/1332) had two vaccine doses, mostly Pfizer’s first- and second doses (82% and 78, respectively), while 3.5% (n = 47) only had one. Vaccine groups significantly differed (Pfizer, Moderna, Oxford, and do not know) after the first (0.047) and second (0.049) doses, while Pfizer vaccines were predictive [OR = 2.09 (0.96–4.10), p = 0.029] at two-doses [OR = 3.21 (1.23–5.21), p = 0.030]. No acute COVID appeared. The majority (77%; n = 1057) had no issues, except, in a subgroup of 23% (n = 315) of participants, 43% (n = 135) experienced worsening issues. However, 47.2% (n = 629) complained only post vaccination. Most issues were (75%; n = 471) cycle-timing disruptions; the rest were minor (decreased blood or bleeding, missed-periods, or pain). Other potential reasons were fear, stress, and mental health problems, which occurred in 51% (n = 674) of the group, while 53% (n = 701) were worried. Intriguingly, the menstrual issues in the remaining 47% (n=631) who were not worried could be due to a direct molecular vaccine interaction, irrespective of any mental issue ([OR = 1.78 (0.76–3.21), p = 0.033]. Age proportionalities were significant (p = 0.05) in the 30–39 year-old group (51%). Postgraduate education [OR = 2.11 (0.98–4.72), p = 0.015) and employment [OR = 2.18 (0.95–4.86), p = 0.049] were also predictors. These findings have significant implications in women’s health and vaccine improvement. Future studies on diverse factors are warranted. Full article

The increasing flexibility and rapid, profound changes in the labor market require employability skills from graduates, dem1anding greater attention from higher education institutions to training opportunities that foster the development of these skills among their students. Using a sample of 373 first-year engineering students, this study analyzed, through regression analysis, the impact of sociodemographic (gender, age), academic (work, program choice, average grade), and psychological (life satisfaction, perseverance of effort, consistency of interests) variables on students’ confidence in achieving their professional career project after completing their degree. The results indicate that women and younger students show lower levels of confidence in achieving their future vocational projects, as do students with lower academic performance and those with less consistency in their interests. These findings suggest the need for specialized support services for students, starting from the first year, in career development provided by higher education institutions. Full article

This study used event-related potentials (ERPs) to examine how candidates’ educational background (elite vs. non-elite universities) and prior internship experience (Fortune 500 vs. non-Fortune 500 enterprises) influence recruitment evaluations. Thirty-two participants completed a 2 × 2 within-subjects design task. Behavioral data indicated that applicants with Fortune 500 internships and graduates from elite universities received higher evaluation scores. ERP results revealed that Fortune 500 experience elicited larger P200 amplitudes (reflecting early attention). Crucially, this effect was modulated by educational background as only candidates from elite universities showed both enhanced P200 and reduced N300 amplitudes (suggesting efficient later processing). These findings indicate that recruiters dynamically allocate attention based on academic prestige (P200) and evaluate semantic congruence between education and employer reputation (N300), providing neurophysiological evidence for educational bias in hiring. Full article

The present study addresses the need for valid and reliable tools to assess employability thinking among young people in training. In a labor market increasingly shaped by transversal skill demands, the objective was to construct and validate a scale adapted for secondary and post-secondary non-tertiary students. Grounded in strategic frameworks such as the Europe 2020 Strategy, the European Skills Agenda, and relevant Spanish legislation, an abbreviated version of the Graduate Skills and Attributes Scale (GSAS) was administered to a representative sample of 949 Andalusian students enrolled in compulsory secondary education, baccalaureate, or vocational training. A cross-sectional and exploratory research design was adopted, with all procedures conducted in accordance with ethical and legal standards and approved by the University of Granada’s ethics committee. Exploratory and confirmatory factor analyses were performed, leading to a refined 28-item version of the instrument. Items were grouped into four well-defined factors: ethical self-regulation and achievement orientation, effective communication and collaborative working, proactivity and commitment to learning, and analytical thinking and information handling. The factors demonstrated high internal consistency and structural validity. These findings indicate that the scale is a clear and effective tool for assessing employability-related competencies and may assist in the design of educational interventions aimed at improving students’ professional development. Full article

(1) Objective: This study aims to investigate how transitional housing and the FCBP programme function as infrastructure for improving mental health and building family capacity among low-income households in Hong Kong, introducing the Urban Graduation Approach, adapted from the rural Graduation Approach, as an adaptation of proven poverty-alleviation strategies to urban contexts. (2) Methods: We conducted in-depth, semi-structured interviews with 24 residents of transitional housing participating in the Family Capacity Building Planner (FCBP) programme, an important component of The Hong Kong Jockey Club’s Trust-Initiated Project—JC PROJECT LIFT in uplifting residents and enhancing their overall well-being, analysing their experiences through thematic analysis focused on housing transitions, service utilisation, and well-being outcomes. (3) Results: Transitional housing provides essential infrastructure for improving residents’ well-being through both physical improvements and integrated support services. Participants reported significant mental health benefits, with reductions in stress and anxiety directly attributed to increased living space, improved privacy, and better environmental conditions. The FCBP programme functions as soft infrastructure that enables residents to access support networks, enhance family relationships, develop employment skills, and build self-efficacy. Together, these interventions address the multidimensional challenges of urban poverty while fostering sustainable improvements in residents’ capacity to achieve housing security and economic stability. (4) Conclusions: The integration of transitional housing with capacity-building services demonstrates the effectiveness of the Urban Graduation Approach in addressing urban poverty. This model highlights the importance of viewing housing not merely as a physical shelter but as a comprehensive infrastructure for well-being that combines spatial improvements with targeted social support. Policy implications include the need for the continued development of integrated housing models and the scaling of successful elements to broader social housing programmes. Full article

Sports participation according to socioeconomic status (SES) was related to children in high-income Western countries. This study aimed to examine whether family or neighborhood-level SES is associated with current and continued organized sports participation, including the types of sports, among Japanese primary school children from preschool onward. The participants consisted of 269 girls, 255 boys, and their parents. Data on the type of sports participation at the current school or preschool, parental employment, and education were collected by questionnaire. Neighborhood-level SES was evaluated by the average annual income within 4 km of each school. The odds of sports participation was higher among children with mothers identifying as housewives or those with mothers employed part-time. Among girls, the odds of continued sports participation were lower if their mothers were junior high school or high school graduates or junior college/vocational school graduates. The odds of sports type like swimming were higher for children whose mothers had part-time jobs. Lower average community income was associated with lower participation in football and higher participation in baseball. These findings suggest that mothers’ employment and academic background are important correlates of sports participation for children, with variations observed by sport type and gender. Full article

Graduate employability remains a crucial challenge for higher education institutions, especially in developing economies. This study investigates the key academic and vocational factors influencing early employment outcomes among recent graduates at a public university in Vietnam’s Mekong Delta region. By leveraging predictive analytics, the research explores how data-driven approaches can enhance career readiness strategies. The analysis employed AI-driven models, particularly classification and regression trees (CARTs), using a dataset of 610 recent graduates from a public university in the Mekong Delta to predict early employability. The input factors included gender, field of study, university entrance scores, and grade point average (GPA) scores for four university years. The output factor was recent graduates’ (un)employment within six months after graduation. Among all input factors, third-year GPA, university entrance scores, and final-year academic performance are the most significant predictors of early employment. Among the tested models, CARTs achieved the highest accuracy (93.6%), offering interpretable decision rules that can inform curriculum design and career support services. This study contributes to the intersection of artificial intelligence and vocational education by providing actionable insights for universities, policymakers, and employers, supporting the alignment of education with labor market demands and improving graduate employability outcomes. Full article

Millions of young Africans earn a variety of qualifications annually, yet the majority return without prospects for employment. This challenge has become a catalyst for inequality, poverty, crime involvement, and international migration. Empirical discourse points to education—such as a pedagogy that is chiefly theory-oriented rather than aligned with a knowledge economy, mismatched skills, and irrelevant qualifications—as constraints that contribute to the unemployment of the continent’s vibrant young graduates. Amidst this surging issue, the call for transformation in higher learning has never been clearer. Focusing on rural landscapes, this case study analysed the contextual employability potential of graduates pursuing an entrepreneurial university trajectory in Africa, illustrating why the paradigm should be implemented. The findings, based on qualitative data collected using a semi-structured questionnaire through one-on-one and remote approaches from stakeholders in universities across five African countries, highlight three dimensions central to this pathway. These include (1) curriculum alignment to advance cutting-edge qualifications and skill development that resonate with industrial demand and local economic priorities; (2) stakeholder embeddings in which universities strive to partner with local organisations and established alumni to provide mentorship, job leads, and referrals; and (3) innovation hubs that offer a variety of entrepreneurial support, real-world experience, and Indigenous entrepreneurship practices, leading to unique new ventures and employment opportunities. Implementing this strategy will enable rural-based universities in Africa to innovate in promoting graduate employability, socioeconomic advancements, and sustainable development, ultimately shaping a brighter future for the continent. Further studies could test the assumptions for broader application using statistical analysis. Full article

The development of students’ skills, abilities, competences and knowledge is the basis for sustainable socio-economic development. Today we live in a world that is in continuous change, both economically and socially, which also determines a change in the requirements on the labor market and therefore graduates and higher education institutions must continuously adapt to these changes. Thus, higher education institutions must adapt their teaching strategies and educational offer, while students must develop new skills and competences. The main purpose of this article is to analyze the extent to which the information, skills, attitudes and competences acquired by graduates of physical education and sports faculties during their years of study influence their standard of living, job satisfaction and confidence. To achieve this objective, we asked the following research questions: 1. To what extent do the information, skills, abilities and competences acquired by students during their years of study influence their income level, standard of living, job satisfaction and level of confidence in the workplace? 2. What is the self-perception of students regarding the information, skills, abilities and knowledge that students possess? 3. What is the perception of employers regarding the information, skills, abilities and knowledge that students possess? 4. To what extent are there differences between students’ self-perception and employers’ perception regarding the information, skills, abilities and knowledge that students possess? Thus, data were collected through two questionnaires, one distributed among 333 graduates from physical education and sports faculties in Romania and one to 11 employers working in the sports industry in Romania. The data obtained from the students were analyzed using SPSS 24, and it was found that there is a small correlation between the information, skills, competences and knowledge acquired during the years of study and the standard of living, job satisfaction and the confidence in one’s own ability to successfully perform tasks at work. Among the skills, abilities and aptitudes that students consider themselves to excel in are a passion for sports, the continuous desire for improvement, conscientiousness, teamwork, openness to new things and respect for hierarchies and regulations. At the opposite end, graduates consider that they need to improve their public speaking skills, management skills, their ability to communicate in a foreign language, their ability to sell themselves and their ability to manage a project. Full article

Educational achievement plays a significant role in the labour market, benefiting individuals and society. Graduating from high school is a key step towards better employment opportunities and a prerequisite for higher education attainment. In 2023, only 22.5% of the Romanian population graduated tertiary education, while 16.6% left education or training early. The Romanian public high school network comprises 1558 units, mostly located in urban areas. The high school enrolment rate is 83.5% in urban areas, and it drops to less than 60% in rural areas, with the country registering the highest out-of-school rate in the EU for the 15-year-old population. Spatial accessibility may influence enrolment in high schools, particularly for students living in rural or remote areas, who often face financial challenges fuelled by long distances and limited transportation options. Hence, travel distance may represent a potential barrier to completing the educational process or may determine inequalities in educational opportunities and outcomes. This paper aims to assess the spatial accessibility of the public high school network in Romania by using distance data provided by the Open Street Map API (Application Programming Interface). We examine variations in spatial accessibility based on the distribution of high school units and road network characteristics considering three variables: travel distance to the nearest high school, the average distance to three different categories of high schools, and the number of high schools located within a 20 km buffer zone. The results highlight a significant urban–rural divide in the availability of public high school facilities, with 84.1% (n = 1311) located in urban areas while 49.1% of the high school-aged population lives in rural areas. Many rural communities lack adequate educational facilities, often having limited options for high school education. The findings also show that 32% of the high school-aged population has to travel more than 10 km to the nearest high school, and 7% has no high school options within a 20 km buffer zone. This study provides insights into the educational landscape in Romania, pointing out areas with limited access to high schools, which contributes to further inequalities in educational attainment. The findings may serve as a basis for developing policies and practices to bridge the urban–rural divide in educational opportunities and foster a more equitable and inclusive education system. Full article