Search Results (49)

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

Education-to-work transition among war-affected youth in post-conflict settings is fraught with challenges, not least compounded by the little attention placed on individual agency and mental health. This review examines the debate on war-affected youth skilling programmes in post-conflict settings, which neglect the roles of individual agency and mental health in the education-to-work transition. Building on Albert Bandura’s Self-Efficacy Theory (SET) and the Cumulative Stress Hypothesis (CSH), the review presents an integrated approach to skills development for improving education-to-work transition among war-affected youth. According to SET, the development of self-efficacy is anchored on enactive mastery, vicarious experience, verbal persuasion, and physiological arousal. Moreover, individual agency factors such as motivation, aspiration, goal orientation, active efforts, and alignment of intentions with skills are protective factors for effective education-to-work transition, but they are also eroded by the adverse consequences of violent conflicts. Similarly, the CSH also suggests that the effects of exposure to protracted violent conflicts are cumulative and may lead, in turn, to a plethora of mental health problems in the aftermath of violent conflicts. Mental health problems like depression, anxiety, and PTSD are linked to, inter alia, behaviours such as aggression, substance abuse, and apathy, all related to poor employment outcomes. To increase the employability of young people affected by war, skills training institutions and work settings need to prioritise the mental health and individual agency of the youth, as well as skills acquisition for specific trades. Consequently, we propose an integrated model of reintegrating war-affected and vulnerable youth anchored on professional technical and vocational skills training; recognition of individual agency; provision of mental and psychosocial support; and life skills training, all nested within the local economic realities. Full article

Around the world, many post-conflict societies face the pressing challenge of reintegrating former combatants, especially women, into community life in ways that promote peace and sustainable development. Educational strategies that foster Social Innovation, Entrepreneurship, and Complex Thinking are increasingly recognized as essential tools in this process, helping to rebuild social cohesion and empower local leadership. This study evaluates the impact of the SEL4C methodology on strengthening key competencies in Social Entrepreneurship, Innovation, and Complex Thinking among 49 women signatories of the Peace Agreement in Colombia, who currently live in the Mariana Páez Territorial Training and Reincorporation Space (ETCR). Through a pre- and post-intervention design using validated instruments and statistical analyses (paired t-tests and effect size calculations), the study found significant improvements in areas such as Social Awareness, Social Innovation, and Scientific Thinking. Although the gains in Complex Thinking were moderate, the results show that the methodology effectively enhanced leadership skills and the ability to address systemic challenges—both crucial for successful reintegration. In practical terms, the findings support the use of SEL4C by organizations working in peacebuilding, educational institutions, and public programs that seek to empower women in vulnerable contexts. The methodology’s adaptability and evidence-based structure make it a valuable resource for designing participatory training processes focused on innovation, sustainability, and community transformation. Full article

This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process that centers the voices of those on the front lines of education. Derived from individual and focus group interviews, the findings illuminate educators’ experiences during different phases of the pandemic, including: the growing scope of their responsibilities, challenges with staffing, and competing and conflicting demands on educators’ time and attention. The study is limited by its geographical concentration and sole focus on the perspectives of school-based personnel. Future studies with larger samples may include educators and parents in various locations. Recommendations based on the findings include partnering with community-based organizations (CBOs) and creating a unifying vision that draws together school staff, families, and the wider community to re-envision the purpose of school in a post-pandemic context. Full article

This study investigates the dynamic relationships between self-efficacy, motivational intensity, and behavioral engagement and their effects on positive and negative self-identity among EFL learners participating in English Medium Instruction (EMI). Conducted with 390 undergraduate students from diverse academic disciplines, the research utilized a longitudinal design, administering pre- and post-intervention assessments of these constructs. A repeated measures MANOVA revealed significant improvements in all three independent variables, with behavioral engagement showing the largest gains, followed by motivational intensity and self-efficacy. Multiple regression analysis further demonstrated that these predictors collectively explained substantial variance in positive and negative self-identity. Behavioral engagement emerged as the most influential factor, positively enhancing self-perception, and mitigating identity conflicts, followed by motivational intensity and self-efficacy. The findings underscore the transformative potential of EMI, emphasizing the role of active participation, sustained motivation, and confidence-building in fostering positive self-identity while reducing negative self-perceptions. These insights highlight the importance of interactive and participatory pedagogical strategies, goal-oriented motivation, and scaffolded support in EMI contexts. By integrating these elements, educators can maximize the holistic benefits of EMI, preparing learners for global academic and professional opportunities. The study contributes to the growing body of research on EMI, offering practical implications for enhancing student engagement, motivation, and identity development. Future research is encouraged to explore the long-term impacts and contextual moderators of these relationships in diverse EMI settings. Full article

Aggressive behaviour encompasses a spectrum of emotional responses, ranging from mild irritation to intense anger and fury. The goals of the present research were to develop a reduced and adapted version of the Buss–Perry Aggression Questionnaire (VRA-AQ) for Portuguese college students, to explore its relationship with negative life events as well as to ascertain the importance of self-regulation and resilience in preventing aggressive behaviour among young people from higher education, and to explore the differences between genders, academic year, and socioeconomic status to examine the risk factors of aggressive behaviour. The validation of the reduced and adapted Portuguese version of the VRA-AQ was carried out on a Portuguese university sample (N = 2991). There were three main focuses of data analysis: descriptive statistics, correlations, and factor analyses. Differences between genders and academic year were found in men, and undergraduate students displayed higher averages of physical aggression, negative life events, and the impact of these events, while women and post-graduate students exhibited higher averages of self-regulation and resilience. Regarding SES, youth from low to medium-low socioeconomic backgrounds demonstrated higher averages in overall aggression, physical aggression, anger, hostility, negative life events, and the impact of these life events. Conversely, those from higher socioeconomic backgrounds displayed higher averages in resilience. Therefore, it is essential to prevent aggressive behaviour in students, and several strategies can be implemented based on the findings, namely, gender-specific interventions; academic year targeted support; socioeconomic support programmes; promotion of positive coping mechanisms; creating supportive environments; and education on conflict resolution. Full article

Achieving the Sustainable Development Goals (SDGs) is one of the main challenges facing humanity. However, the fulfillment of these goals has been hampered by health and climate crises, as well as international conflicts. Despite this, it remains essential that work is carried out on these UN proposals in all areas, especially in education. This study aims to understand future teachers’ conceptions of the SDGs and the importance they give to teaching them. To do this, a non-experimental quantitative survey-type design was used to compare the results from two academic years (pre-pandemic and post-pandemic) in order to detect any differences. The information was collected via a questionnaire, which was completed by 364 students from the Degree in Primary Education course. The results show an increase in knowledge about the SDGs and a change in the assessment scale regarding the importance of each of its 17 goals. Likewise, there has been an increase in the students’ personal involvement in achieving them, linked to a more pessimistic position about their fulfillment. We conclude that there is a difference in the results between the two contexts, and that teaching about SDGs during teacher training should be reinforced. Full article

Background: In the wake of Myanmar’s 2021 military coup, the University of Parma, in partnership with Myanmar and Brazilian institutions, developed an asynchronous e-learning program to sustain healthcare education amid severe disruptions. The program aimed to address urgent training needs in emergency medicine, public health management, and mental health, aligning with Sustainable Development Goals. Methods: An educational needs assessment involving 298 surveys and 10 interviews identified training priorities. Based on these findings, a four-module e-learning course was created, covering basic life support, trauma care, pediatric emergencies, and psychological assistance. The course utilized prerecorded high-fidelity telesimulations with multilingual support to ensure accessibility. Evaluation included participant satisfaction using the MSSE questionnaire and knowledge acquisition through post-module quizzes. Results: Over 750 students participated, with significant knowledge acquisition observed—60% scored 8 or higher across all modules. The MSSE questionnaire, completed by 152 students, revealed high satisfaction, with 88% agreeing that the course enhanced clinical reasoning, decision-making, and self-reflection Conclusions: This program demonstrates the value of international partnerships and e-learning in sustaining medical education during crises. High student engagement and strong learning outcomes affirm its efficacy. Future iterations will aim to improve completion rates, refine feedback mechanisms, and expand accessibility. This scalable model offers a blueprint for addressing healthcare training needs in conflict-affected and resource-limited settings, contributing to global health resilience and the achievement of Universal Health Coverage. Full article

This study aims to examine context-specific post-migration stress factors and their differential impacts on the mental health of Syrian refugee women resettled in Houston, Texas, and urban communities in Jordan. A cross-sectional survey investigated sociodemographic and health-related conditions, psychological distress and coping (Perceived Stress Scale [PSS]), mental health-related symptomatology (Self-Report Questionnaire [SRQ]), conflict-related psychological distress (Afghan Symptom Checklist [ASC]), and post-migration stress (Refugee Post-Migration Stress Scale [RPMS]). Linear regression models examined factors associated with post-migration stress and mental health outcomes. A total of 127 Syrian refugee women participated in the study. Participants were in their mid-30s (mean age = 34.79 ± 11.2 years), married (66.9%), and reported low levels of education (44.8% below high school), low employment (27.2%), and elevated financial strain (91% below the poverty line). Jordan-based refugees exhibited higher scores on mental distress measures compared to their Houston-based counterparts; specifically more elevated psychological distress (p < 0.001), symptomatology (p < 0.001), and conflict-related distress (p < 0.001). Syrian refugee women in Houston reported higher social strain, while those in Jordan experienced greater financial hardship and barriers to accessing healthcare services. Mental distress among Syrian refugee women is influenced by specific post-migration stressors that vary by resettlement location. Targeted interventions are necessary to improve mental health outcomes in this population. Full article

As universities grapple with contentious socio-political climates, promoting intergroup relations efforts remains critical in mitigating these conflicts. Intergroup dialogue (IGD) provides one approach to improving intergroup relations in higher education. Prior evidence suggests that IGD reduces prejudice, increases empathy, builds critical consciousness, and improves intergroup relations. However, scant studies document virtual and multi-site IGD, especially those that include varied stakeholders. The current study sought to close these gaps by offering a facilitated and sustained four-stage model of IGD that concluded with collaborative action projects. A total of 32 students, faculty, and staff from eight universities in California participated in a virtual 20-hour, two-semester IGD program aimed to (1) generate dialogue around systemic barriers to graduation and (2) create action projects that address equity issues. Pre- and post-surveys with 22 participants showed increased intergroup empathy, improved comfort in having difficult conversations, and increased interest in future action behaviors. The participants also developed 10 action projects aimed at closing equity gaps through data storytelling, resource dissemination, dialogue programming, and policy advocacy. Our study adds to the effectiveness of IGD in higher education, offers important lessons learned, and highlights the implications of this work for both IGD practitioners and universities. Full article

Background/Objectives: Socio-affective relationships have garnered increasing attention in recent years as a means to enhance coexistence and well-being. Within this context, educational institutions play a pivotal role in shaping peaceful coexistence and promoting well-being among future generations. Physical Education (PE) is particularly significant, because it integrates cooperative–opposition activities, which blend collaboration and competition, fostering socio-emotional development. This systematic review aimed to investigate how PE contributes to coexistence and socio-affective well-being in adolescents aged 12 to 18. Methods: Using the PRISMA 2020 framework, 15 empirical studies were analyzed from seven databases. Studies were selected based on PICOS criteria: secondary education students (Population), cooperative–opposition activities (Intervention), control groups or pre-post designs (Comparison), relational and emotional dimensions (Outcomes), and quantitative methodologies (Study design). Results: Interventions grounded in the Motor Conduct Education and Sports Education Model significantly reduced interpersonal conflicts and improved social skills and emotional well-being. Positive emotions predominated in these activities, fostering stronger peer relationships within classroom groups. Approaches emphasizing task-oriented pedagogies were less effective than those centered on peer support in eliciting positive emotional responses. Conclusions: This review underscores the transformative potential of innovative educational strategies in PE to enhance coexistence and socio-affective well-being. Future research should explore the comparative efficacy of various pedagogical models and their long-term impact. These findings provide valuable guidance for educators and policymakers seeking to promote holistic development in adolescents through PE. Full article

(1) Background: This study aims to examine pharmacy students’ perceptions of their knowledge and competencies in human resource management (HRM) while also investigating their attitudes toward the educational content provided in a didactic HRM course. (2) Methods: A survey evaluating both course knowledge (pre and post) and attitudes was administered to students enrolled in an HRM class. Data were analyzed using descriptive statistics and measures of associations. (3) Results: All 98 course enrollees completed the survey (N = 98), revealing statistically significant knowledge growth across HRM topics from pre- to post-survey (p < 0.05). Notably, emotional intelligence, workforce diversity, conflict resolution, and recruitment strategies exhibited the most substantial increases. The expert panel session proved highly effective, with 71% reporting it as the most knowledge-enhancing activity. “Global and cultural effectiveness” emerged as the most valued competency, reflecting a positive overall attitude towards HRM. (4) Conclusions: HRM competency is one of the most fundamental skills for pharmacists, as many problems faced by pharmacy organizations and their solutions stem from the workforce. Pharmacy schools should therefore assess their curriculum to ensure that HRM is adequately addressed to meet accreditation standards and to prepare students to navigate HRM challenges in their workplaces post-graduation. Full article

Background: Youth violence that takes place within school settings exposes youth to serious social, mental and physical consequences that affect education performance, and life opportunities. Previous work shows positive youth development frameworks can promote social-emotional learning by enhancing empathy and building problem-solving and conflict management skills. Theater-based interventions have been shown to enhance social emotional development by privileging youth voices, and building youth capacities and strengths. The current manuscript presents the evaluation of an arts-based and public health framework conducted to assess the development, implementation and impact of a forum theater production, Say Something, Do Something (SSDS) in St. Louis, Missouri. Methods: An iterative mixed methods approach was used, starting with observations of productions. Using convenience sampling, we then conducted post interviews of the theater team (n = 8) and school personnel (n = 10). Results: Respondents highlighted that as a result of engagement of school personnel in program development, the language and scenarios presented were relevant to students. Data indicated that SSDS increased student knowledge and changed attitudes, developed student conflict management and problem-solving skills, and improved interpersonal behavior. SSDS also raised awareness of the importance of, and created the foundation for, additional system and policy changes in the schools. Conclusion and implications: Forum theater is an approach that can enhance socio-emotional learning and conflict management among youth. Collaborative initiatives between public health and the arts are poised to uniquely engage community partners, animate interventions, and impact critical public health issues including youth violence prevention. Full article

This article draws upon group conversations with young people (11–19 years old) from Europe, focusing on the Nordic countries. The participants’ identity perception showed more aspects as the deliberative, non-structured conversations advanced. From initially showing limited aspects of identity as being related to geographical and temporal aspects, a broader comprehension of identities as constructed, multiple, and at times subject to negotiation and change came to the fore during the discussions. Examples given showed an awareness that people, such as older relatives, develop diverse ways of thinking and acting due to historical and cultural contexts. Understanding that there is an intersection between psychosocial, post-structural, and sociocultural explanations for how identity formation progresses, we propose pedagogical actions working with controversial issues and values, raising critical consciousness of the context. During the conversations, a majority expressed that controversial issues were not something they dealt with at school. By working with controversial issues, the content of conflicts is made visible, and the possibility for students to recognize and respect each other’s diverse identities and perceptions increases. The goal of bringing controversial issues into education and conducting good discussions in the classroom is to help students develop and assess their opinions, gain an increased understanding, and consider new perspectives on various issues. Full article

Managing relationships between/with students is one of the main duties that teachers are asked to fulfill, which becomes even more challenging in multi-ethnic/multicultural educational contexts. Responding to the need for culturally-qualified training for school professionals and given the increasing use of Massive Open Online Courses (MOOCs)—often without evidence supporting their efficacy—this study will evaluate the potential of a tailored MOOC—designed to tackle overt/covert discrimination and foster inclusion and culturally responsive teacher–student interactions—to promote teachers’ awareness and competence in conflict management. Overall, 206 Italian teachers experienced the MOOC, of whom 99 completed the Rahim Conflict Management Inventory-II, assessing Conflict Management Styles (Integrating, Obliging, Compromising, Dominating, and Avoiding) pre- and post-MOOC. Potential changes in the adoption of Conflict Management Styles after completing the MOOC were evaluated. After completing the MOOC, there was a reduction in teachers’ recourse to the Avoiding and Obliging styles and, of note, more informed/targeted use of the Dominating style. These findings provided evidence-based contributions sustaining that the MOOC may effectively foster a more aware, engaged, and active pattern for managing relationships and conflicts within classes, thus potentially having a tangible positive impact on the real everyday life of teachers experiencing this training and their students. Full article