Search Results (84)

Higher education and science (HES) is one of the key drivers of a country’s economic growth. In this study, we examine national projects and research capacity in HES in Kazakhstan from 2014 to 2024. We conducted a content review and scientometric analysis with network and temporal visualizations. Our data sources included policy documents, statistical reports, and the Scopus database. Our findings suggest that, while Kazakhstan aligns with global trends in the field (e.g., digitalization, scientometrics monitoring, and internationalization), these are achieved through a state-led, policy-driven approach shaped by its post-Soviet context. Additionally, we note a dual structure in Kazakhstan’s HES sector, characterized by a strong top-down direction and increasing institutional engagement. In terms of the thematic trends from the temporal analysis, the country experienced a three-staged evolution: foundational reforms and system modernization (2014–2017), capacity building and evaluation (2018–2021), and, most recently, strategic expansion, inclusivity, and globalization (2022–2024). Throughout the analyzed period, low R&D intensity, disciplinary imbalances, and structural barriers still undermine desired development efforts in HES. The analyzed case of Kazakhstan can serve as “lessons learned” for policymakers and researchers working in the science evaluation and scholarly communication area in similar emerging or transition countries. Full article

Building Information Modeling (BIM) concepts are permeating the approach to the design of buildings and landscapes for the architectural, engineering, and construction sectors. Recent regulations require that even medium–small-size public works are managed through BIM-driven design. These circumstances have led to an increase in research on the topic. The expansion of the demand of BIM-skilled professionals urges higher education institutions to re-engineer their design programs. The aim of this paper is to evaluate this academic education transition in the Department of Agricultural Sciences at the University of Sassari, Italy. The method consists of a BIM academic education assessment framework based on ten criteria clustered into three macro-issues. The application of this framework to the assessment of three diploma final theses signals that some actions have been undertaken (i.e., introducing BIM basic concepts in rural building and landscape design, stimulating interest in students, clarifying the dimensions of BIM, and promoting the concept of 3D object design and management), but still, much work must be carried out. The work confirms typical barriers to the implementation of BIM concepts in the core curriculum and the need to mobilize the whole educational ecosystem to achieve satisfactory progress toward effective innovation in contemporary BIM-led design teaching. This work represents the first attempt to evaluate the progress of the Department of Agricultural Sciences, University of Sassari, toward the integration of BIM concepts in its courses and to position this transition in an international panorama. Full article

This paper presents my personal experiences of cross-disciplinary national and international academic mentoring over 30 years in a higher education setting, supporting 605 mentees in public health, health education, and the health services. I supported mentees at diverse career stages through (a) one-to-one mentoring relationships (n = 231 mentees; from the UK, Europe, Middle East, Africa, Asia, and Australasia; academics, industry, and healthcare professionals), (b) a cross-faculty structured mentoring programme (n = 52; junior faculty), (c) a cross-institutional interprofessional internship programme including mentoring and public health placements (n = 302 interns; from five universities), and (d) an interprofessional learning programme in workplace health called WHIRL, which was embedded within Test@Work, a public health innovation bridging health promotion practice, research, and industry and involving peer mentoring and mentor support (n = 20; volunteer healthcare trainees). In this paper, I outline the broader concept of mentoring, together with an overview of mentoring types, uses, and benefits. The diverse contexts in which mentoring occurs are discussed: (i) micro-mentoring, (ii) inducting new staff, (iii) peer mentoring, (iv) career transition moments, (v) career advancement mentoring, (vi) diversity mentoring, (vii) knowledge sharing mentoring, (viii) collaborative learning and support mentoring, and (ix) leadership development mentoring. The challenges of mentoring are presented alongside suggested actions to take. I advocate for mentoring evaluation and provide a worked example of measuring the outcomes of one-to-one mentoring using The Career Support and Psychosocial Support Scales (online survey; n = 103 mentees; from 22 countries). Finally, I reflect upon the diversity of mentoring experiences, with activities and benefits categorised into six key areas: interpersonal relationships; networking opportunities; enhancing knowledge and skills; employment, reward and recognition; support for under-served groups; and convening communities of practice. Full article

This study investigates the perceptions and practices of Portuguese higher education students regarding the circular economy (CE), emphasising their knowledge, attitudes, and behaviours toward sustainable resource management. Carried out by the Working Group on Circular Economy and Waste Management of the Portuguese Sustainable Campus Network (RCS), the research used an online survey targeting students from 20 higher education institutions (HEIs), resulting in 400 responses. The findings indicate that while students generally hold positive views of the CE, their understanding of its practical applications, such as waste reduction and resource efficiency, remains limited. Only a small proportion of students reported exposure to CE-related topics in their curriculum, revealing a gap in academic integration. This study also identifies significant demographic variations in CE awareness and practices, influenced by factors such as age, field of study, and employment status. These insights underscore the need for HEIs to strengthen CE education and actively involve students in hands-on sustainability initiatives, fostering a generation equipped to drive the transition toward a circular economy. Full article

This study aimed to evaluate Romanian university students’ perceptions of career counseling and guidance (CCG) services provided in 2022–2023. A quantitative methodology was employed, analyzing survey data (n = 7402 respondents from 18 universities) to explore awareness of, utilization of, and satisfaction with such services. Data analysis via SPSS included descriptive statistics (mean, median, standard deviation), bivariate correlations (Pearson, Spearman), and Chi-Square tests to identify significant relationships between variables, such as academic year, knowledge of CCG staff/services, and overall service evaluation. Preliminary results suggest low rates of CCG awareness and use, highlighting a disparity between student needs and available resources. This study contributes to understanding the Romanian CCG context by integrating theoretical perspectives from the international literature on dropout prevention, workforce adaptability in the digital age, and higher education quality assurance models. Limitations regarding reliance on secondary data and subjective response biases are discussed, and directions for future research aimed at improving CCG efficacy and student career transition support are proposed. Complete findings will be presented in the full work, providing an empirical foundation for CCG policy and strategy development aimed at enhancing career guidance services in Romanian higher education. Full article

This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, a scoping review method was used. Our review revealed a paucity of targeted studies on the transition of 2E individuals to work. Four relevant studies, focusing primarily on higher education, emphasized strengths-based approaches and multi-stakeholder support to facilitate transitions. The findings underscore the need for tailored interventions and supportive environments, addressing both individual strengths and (environmental) barriers. Further research is essential in view of effective interventions to bridge the gap between education and employment for 2E individuals. Full article

This study investigates the efficacy of a psycho-educational curriculum package in enhancing the practitioners’ competence to support high-performance athletes’ career transitions. This curriculum was integrated into academic modules at higher education institutions in Singapore (n = 18) and the UK (n = 14). Using online pre- and post-intervention questionnaires, along with open-ended questions, participant feedback on the curriculum was collected. Paired t-tests were used to assess the within-group differences pre- and post-intervention and two-way repeated-measures ANOVAs were conducted to examine the between-group differences pre- and post-intervention. The results revealed a significant difference between pre- and post-intervention scores for four factors and for both countries: Singapore and the UK. The curriculum enhanced participants’ confidence in working with athletes and helped identify areas for development. Three key themes were identified from the thematic content analysis of open-ended responses: (a) informative and insightful content, (b) interactive and engaging delivery (strengths), (c) overlapping content, and reading demands and time constraints (areas for improvement). By incorporating this feedback, supported by the results, the current study contributes to the existing body of knowledge by furnishing insights into an effective psycho-educational curriculum for helping the career transitions of high-performance athletes. Full article

Antecedents: Executive functions (EFs) are the basis for establishing a goal and working towards that goal by coordinating thoughts and actions. EFs are fundamental to several aspects of daily life, specifically for academic performance. Aim: To analyse and compare the development of EFs in the transition period between the first and second cycles of early childhood education. Methodology: Non-experimental methodology, ex post facto design, descriptive, cross-sectional evolution study. Participants: Preschoolers of different educational levels (first and second cycle of infant education). In this study, the participants were evaluated by different informants: 54.42% by parents and 45.58% by teachers. In relation to gender, 52.65% were male and 47.35% were female. In relation to age, 37.54% had a range of 2–3 years and 62.46% had a range of 4–5 years. Measurement: The instrumental development of EFs was evaluated using BRIEF-P by key informants. Results: Preschoolers in the first cycle showed significantly higher scores than preschoolers in the second cycle in BRIEP-P. Conclusions: The development of EFs is key in these first key moments, having a special impact on later development and academic performance. It is necessary to work on EFs from the first cycle of early childhood education, considering the evolutionary development of EFs. Full article

This study explores the barriers that impede women’s transition from higher education to empowerment in Pakistan. It uses Fuzzy Synthetic Evaluation (FSE). By integrating qualitative and quantitative data, this research identifies six primary barriers: sociocultural values, family-related issues, freedom and mobility, violence and harassment, economic factors, and gendered norms. Data were collected through a survey of 500 women across various regions of Pakistan, with a valid response rate of 79.8% (N = 399), providing a comprehensive analysis of the most significant obstacles to women’s empowerment. The findings reveal the intricate and pervasive nature of these challenges, with sociocultural values, family-related issues, and restrictions on freedom and mobility emerging as the most critical. These traditional norms and patriarchal structures (index 3.942) significantly hinder women’s educational and professional progress. Family-related issues (index 3.840) and restrictions on freedom and mobility (index 3.820) also play a substantial role. Violence and harassment (index 3.705) further deter women from pursuing their goals, while economic factors (index 3.695) and gendered norms (index 3.631) contribute to the persistent gender disparities. This study concludes with a call to action, emphasising the urgent need to address these barriers. To boost women’s empowerment and advance gender equality in Pakistan, comprehensive solutions comprising targeted interventions, societal change, and policy reforms are required. By prioritising these challenges, stakeholders can develop practical solutions. This research provides invaluable insights for policymakers, educators, and advocates, urging them to work towards creating an inclusive and equitable environment for women’s advancement. Full article

Background: The COVID-19 pandemic posed unprecedented challenges to higher education in Germany, necessitating a rapid transition to remote learning. This study evaluates the impact of the pandemic on academic functioning among German university students. Methods: An online survey was conducted with 207 students aged 18 to 35. Results: Significantly poorer academic functioning was evident during the pandemic, particularly in academic output and role satisfaction. Younger students (18 to 24 years) experienced a greater decrease in contact with teachers and lower academic output compared to older students (25 to 35 years). These findings suggest that younger students may struggle more with remote learning due to challenges in self-regulation and time management. Additionally, pandemic-induced disruptions blurred the boundaries between work and personal life, increasing stress and adversely affecting academic performance. No significant differences were found based on sex or living situation. Conclusion: Academic functioning was significantly poorer during the COVID-19 pandemic. This finding highlights the need for targeted support strategies to mitigate the negative effects of the pandemic on students’ academic performance and well-being. Further research is recommended to explore the long-term implications of the pandemic on academic outcomes and student well-being. Full article

Transportation uses substantial energy and is a significant household expense in the United States; public transportation and working from home present opportunities to reduce energy use and increase household affordability. However, during COVID-19, transportation systems reduced service, and nationwide, public transportation use has been declining. Focusing on six small-to-medium-sized “Gateway Cities” in Massachusetts—more affordable cities with lower-than-state-average median income and lower-than-state-average education—that have regional transit systems and are within Boston’s commuter rail area, we analyzed the changes in public transit ridership and work from home. We estimated linear and hierarchical linear regression models to understand the association between demographics and built environment and lower emission modes to work between 2011 and 2021. We used GIS to visualize the distribution of public transit ridership and work from home over time and space. We found that the block groups in our sample retained public transit users over the study period and saw increases in working from home. Across all cities, transit ridership was more likely to increase in block groups with higher accessibility to jobs and more frequent transportation to those jobs; work-from-home was more likely to increase in block groups with a lower percentage of Hispanic residents and lower rent burden. We found that most block groups either saw an increase in ridership or working from home, suggesting that work from home and public transit users are spatially segmented groups. Full article

The rise in population density, vehicle ownership, and urban development has significantly influenced travel demand and altered travel patterns, leading to traffic congestion in rapidly growing urban centers such as Accra, Ghana. The traditional approach of expanding roadways to accommodate rising traffic is no longer environmentally sustainable. Instead, the emphasis has shifted toward travel demand management (TDM) strategies as a more sustainable solution. This study aimed to investigate a range of TDM strategies that can be adopted in Accra to improve traffic flow through the lenses of everyday road users. The study employed a questionnaire survey and a stratified sampling technique to gather data from 615 respondents for relative importance index (RII) ranking and Chi-square statistical analysis. The findings revealed that the topmost preferred strategies were mass transit improvements, walking and cycling improvements, and alternative work schedules. Notably, mass transit improvements emerged as the most preferred strategy. Conversely, strategies like efficient parking pricing, congestion pricing, and higher fuel and road taxes for private vehicles ranked lowest, garnering minimal preference. The study also revealed a statistically significant correlation between variables such as age, education level, marital status, income level, and mode of transportation and all the selected TDM preferences. However, no significant relationship was found between gender or car ownership and any of the selected TDM preferences. The study provides valuable insights into road users’ preferences for TDM strategies that can aid in planning future urban mobility systems to proactively manage travel demand, alleviate congestion, and promote sustainable transportation options for the city’s residents. Full article

Labor market surveys usually measure unemployment duration in time intervals. In these cases, traditional duration models such as Cox regression and parametric survival models are not suitable for studying the duration of unemployment spells. In order to deal with this above issue, we use Han and Hausman’s ordered logit model for grouped durations, which has more flexibility than standard specifications. In particular, its flexibility arises from the fact that we do not need to specify any functional form for the baseline hazard function—it also circumvents problems associated with heterogeneity. The focus of interest is on the first unemployment duration of higher education graduates. The analysis is accomplished by using a large dataset from a graduate survey of Spanish university graduates. The results show that the university-to-work transition of higher education graduates is significantly associated with the graduate’s age, participation in internship programs, field of study, type of university, and gender. Specifically, graduates who participated in internship programs, engineering graduates, and graduates from private universities experience a smooth transition. Full article

Methodologies for future-oriented research are mutually beneficial in highlighting different methodological perspectives and proposals for extending higher-education didactics toward sustainability. This study explores how different augmented-reality applications can enable new ways of teaching and learning. It systematically investigates how student teachers (n = 18) in higher education experienced ongoing realities while designing learning activities for a hybrid conference and interconnecting sustainability knowings via didactic modeling and design thinking. This qualitative study aims to develop a conceptual hybrid framework concerning the implications of student teachers incorporating design thinking and inner transition into their professional work with future-oriented methodologies on didactic modeling for sustainability commitment. With a qualitative approach, data were collected during and after a hackathon-like workshop through student teachers’ reflections, post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressive learning and a transition in sustainability mindset through the activation of inner dimensions. Findings reinforcing sustainability commitment evolved around the following categories: being authentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinking long-term-oriented (futures-thinking competence on implementing didactics understanding), relating to creative confidence (values-thinking competence as embodied engagement), and acting based on perseverant professional knowledge-driven change (bridging didactics) by connecting theory-loaded empiricism and empirically loaded theory. The results highlight some of the key features of future-oriented methodologies and approaches to future-oriented methodologies, which include collaboration, boundary crossing, and exploration, and show the conditions that can support or hinder methodological development and innovation. Full article

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’s youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students’ intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area. Full article