Search Results (525)

In an increasingly complex global context, higher education faces the challenge of preparing professionals who are innovative, committed, and socially responsible. Entrepreneurial competence is particularly prominent among the key skills required to meet this goal, given its significant personal and social impact. This study examines how final-year undergraduate students at the University of Deusto (Spain) perceive the importance of entrepreneurial competence—defined as a set of transversal skills, knowledge, and attitudes enabling initiative and opportunity recognition across various contexts—rather than entrepreneurial competence strictly understood as business creation. The sample included 267 students from different faculties. Descriptive, comparative, and ordinal logistic regression analyses (SPSS) were used. The results show that, while entrepreneurial competence was given significant importance, it was ranked comparatively low relative to other competencies. Significant differences by gender were observed, with women rating entrepreneurial competence more highly than men. The faculty variable showed slight disparities, and there were no relevant differences between campuses. These findings highlight the need to reinforce the integration of entrepreneurial competence into educational curricula on a transversal basis, adapting the teaching of this competence to the sociocultural context of students, as well as the need to increase students’ awareness of the importance of entrepreneurial competence. It is proposed that further research should focus on the relationships between intrapreneurship, gender, and academic disciplines, in order to enrich entrepreneurial competence education and its impact on the employability and social commitment of students. Full article

Background/Objectives: Children with severe physical and communication disabilities face many challenges. They have very limited opportunities for upright, hands-free, self-initiated mobility. Current findings in neuroscience and theories on child development suggest that self-initiated mobility can have positive cascading effects on various developmental areas, including language and communication. This study was conducted to examine the current use of hands-free support walkers with children who have severe physical and communication disabilities and use augmentative and alternative communication and to identify the benefits and problems perceived by their parents and professionals from different disciplines. Methods: Online surveys were utilized to collect information from 127 participants, including 31 parents and 96 professionals or paraprofessionals. Results: The participants reported that these children could perform various motor activities in the hands-free support walkers to achieve different goals. Benefits identified by both parents and professionals included providing a way to exercise and stay active, improving motor control, enhancing independence, and bringing enjoyment. Professionals also observed positive impacts on communication, vocalization, use of eye contact, and problem solving. Conclusions: Results suggest that children with severe physical and communication disabilities can benefit from the upright, hands-free, self-initiated mobility provided by hands-free support walkers. Clinical implications and needs for future research are discussed. Full article

Consumer-accessible and user-friendly smart products such as unmanned aerial vehicles (UAVs), or drones, have become widely used, adaptable, and acceptable devices to observe, assess, measure, and explore urban and natural environments. A drone’s relatively low cost and flexibility in the level of expertise required to operate it has enabled users from novice to industry professionals to adapt a malleable technology to various disciplines. This review examines the academic literature and maps how drones are currently being used in 93 rural and regional city councils in New South Wales, Australia. Through a systematic review of the academic literature and scrutiny of current drone use in these councils using publicly available information found on council websites, findings reveal potential uses of drone technology for local governments who want to engage with smart technology devices. We looked at how drones were being used in the management of the council’s environment; health and safety initiatives; infrastructure; planning; social and community programmes; and waste and recycling. These findings suggest that drone technology is increasingly being utilised in rural and regional areas. While the focus is on rural and regional New South Wales, a review of the academic literature and local council websites provides a snapshot of drone use examples that holds global relevance for local councils in urban and remote areas seeking to incorporate drone technology into their daily practice of city, town, or region governance. Full article

This paper investigates the integration of Virgil Abloh’s Personal Design Language (PDL) within the broader context of architectural methodology. Through a series of workshops, architecture students and professionals engaged with Abloh’s principles to examine how subtle aesthetic and functional adjustments, grounded in artistic disciplines, can produce transformative effects on iconic 20th-century architectural forms. These workshops underscored the potential of Abloh’s interdisciplinary approach to enhance architectural discourse by introducing a novel lens through which contemporary design methodologies can be evaluated. The findings reveal that employing weighted coefficients for less commonly utilized design principles enabled novel evaluation processes, fostering creative experimentation and innovation. Additionally, this research highlights discrepancies that may arise when employing differing evaluation methodologies in the assessment of architectural work, thereby initiating a critical discussion on the public acceptance of architectural designs and the implications of varied grading frameworks in professional practice. Full article

Background: Vaccine hesitancy (VH) represents a growing concern among healthcare professionals and students, potentially undermining public health efforts. Nursing, pediatric nursing, and midwifery students are future vaccinators and educators, making it essential to understand their attitudes, knowledge, and confidence toward vaccination. This study aims to assess vaccine-related perceptions and behaviors among these student populations in an Italian university. Methods: A cross-sectional survey was conducted between November 2022 and February 2024 at the University of Rome “Tor Vergata”. A structured, anonymous questionnaire, including the Vaccination Attitudes Examination (VAX) scale, vaccine knowledge items, and sources of information, was administered to students in nursing (n = 205), pediatric nursing (n = 46), and midwifery (n = 21). Statistical analyses included descriptive statistics, ANOVA, post hoc tests, and Mann–Whitney U tests. Results: Among the 272 participants, 20.6% reported refusing at least one recommended vaccine, and 18.4% delayed vaccination for non-medical reasons. Vaccine knowledge and confidence increased significantly with academic progression (p < 0.001). Midwifery students showed both the highest concern for long-term vaccine effects and the greatest confidence in vaccine safety. Institutional and scientific sources were the most trusted, though traditional and non-institutional media also influenced perceptions, particularly among midwifery students. Conclusions: Despite high COVID-19 vaccine uptake, VH persists among health professional students. Discipline-specific patterns highlight the need for early, targeted educational strategies to enhance vaccine literacy and reduce hesitancy. Tailored training may empower future professionals to become informed and credible advocates for vaccination. Full article

Based on recent work outlining the transformation of professional communicator roles and the desperate search for “curators” or “agents of change” in neighboring disciplines such as management, business and economics, sustainability studies and education, we present a systematic reflection of concepts in higher education for sustainability and their (missing) fit to professional communication education in a world in crisis. The blind spots and challenges identified, especially from a communication perspective, will be filled with concepts from environmental communication pedagogy, pointing to the need for more participatory strategies and radicality in professional communication education. Concrete modalities of instruction will be discussed and supported by eight reconstruction interviews with pedagogues, educators and students from diverse cultural contexts involved in sustainability communication education. The findings show the need for more radical pedagogy and unorthodoxy. The paper finishes with suggestions for practices that materialize sustainability in co-created sites of change. 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

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived benefits, and the challenges they expect. A Likert-scale survey was administered to 292 pre-service teachers from two universities in Kazakhstan. Findings indicate that students’ confidence in interdisciplinary teaching increases over time, while their recognition of its benefits remains consistently high across all academic years. However, barriers such as lack of training and feeling unprepared persist, even at the master’s level, indicating the need for structured interdisciplinary training. Institutional differences significantly impact students’ perceptions, with students from one university showing higher confidence levels than those from another, showing variations in curriculum and support systems. Gender differences in confidence were minimal. Additionally, perceptions of interdisciplinary teaching do not follow a linear trajectory, as students in their second and third years experienced a temporary decline in confidence before recovering in later years. Our findings indicate the need for structured interdisciplinary training in teacher education programs, institutional support to reduce disparities in confidence levels, targeted interventions during academic transitions, and ongoing professional development to address persistent barriers. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

This paper explores the complex power dynamics of UK social work higher education through an autoethnographic account of a Black woman course leader’s experiences over a period of two years, focusing on issues related to race, internalized oppression, and class. Drawing on Critical Race Theory (CRT), narrative analysis, and lived experience, it examines how systemic inequities manifest through three interlinked themes: (a) academic contrapower harassment (ACPH), (b) internalized oppression and toxic team dynamics, and (c) the interplay of harassment, institutional failure, managerial inaction, and the marginalization of social work as a discipline. This study illustrates how the intersectionality of multiple identities—namely, race, gender, and professional identity—impacts career progression, well-being, and institutional inclusion. This study examines the tensions between social work’s ethical foundations and performance-driven academic environments, advocating for systemic and policy interventions to stimulate institutional reform and cultivate a more equitable culture that enhances educational outcomes and, ultimately, improves social work practice. Full article

The acoustic environment of dental clinics plays a critical role in shaping patient experience, staff performance, and overall clinical effectiveness. This comprehensive review, supported by systematic search procedures, investigates how soundscapes in dental settings influence psychological, physiological, and operational outcomes. A total of 60 peer-reviewed studies were analyzed across dental, healthcare, architectural, and environmental psychology disciplines. Findings indicate that mechanical noise from dental instruments, ambient reverberation, and inadequate acoustic zoning contribute significantly to patient anxiety and professional fatigue. The review identifies emerging strategies for acoustic optimization, including biophilic and sustainable design principles, sound-masking systems, and adaptive sound environments informed by artificial intelligence. Special attention is given to the integration of lean management and circular economy practices for sustainable dental architecture. A design checklist and practical framework are proposed for use by dental professionals, architects, and healthcare planners. Although limited by the predominance of observational studies and geographic bias in the existing literature, this review offers a comprehensive, interdisciplinary synthesis. It highlights the need for future clinical trials, real-time acoustic assessments, and participatory co-design methods to enhance acoustic quality in dental settings. Overall, the study positions sound design as a foundational element in creating patient-centered, ecologically responsible dental environments. 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

This paper introduces arguments in favor of the intensive use of standards in both teaching the Machine Elements discipline and solving the first projects of mechanical design (gearboxes, jacks, pumps, tanks, etc.). The paper presents a SWOTT approach to the use of new in-force standards in teaching the design of machine elements. The use of information from standards in courses and design handbooks is regulated by various standardization associations at different levels internationally, such as the ISO (International Organization of Standardization), IEC (International Electrotechnical Commission), and ITU (International Telecommunication), and regional associations such as the CEN (European Commission for Standardization), CENELEC (European Committee for Electrotechnical Standardization) and ETSI (European Telecommunications Standards Institute), and national associations (for instance, the ASRO—Association of Standardization of Romania). In general, the conditions for using partial information from standards vary, but the authors present common lines and recommendations for introducing information from standards in books and design handbooks for engineering students. The use of information from standards for terms, materials, calculation models, test methods etc. is beneficial for students. This will provide them a good professional education towards adapting to a specific job in the field of mechanical engineering, where conformity to norms and standards is required by the dynamics of production, product quality and, not least, the safety of machines and operators. Full article

The growing urgency of the climate crisis has heightened the importance of integrating sustainability into health education. Allied health professionals are well positioned to lead sustainable healthcare efforts, yet evidence suggests a persistent gap between student awareness and formal training. This study explored the perspectives, knowledge, and attitudes of Portuguese allied health students regarding sustainability. An online and anonymous cross-sectional survey was conducted among undergraduate and graduate students across multiple allied health disciplines. The questionnaire assessed general knowledge, perceptions of curricular integration, and attitudes toward sustainable clinical practice. A total of 247 (response rate of 8.23%) students participated, with the majority expressing high concern about climate change and strong support for environmentally responsible healthcare. However, the results revealed inconsistent awareness of healthcare’s environmental footprint and a limited exposure to structured sustainability education. Friedman tests indicated significant variability in students’ knowledge, perceived responsibility, and curricular experiences. Students identified priority themes for curricular inclusion—such as the environmental impact of the health system—and recognized their alignment with the UN Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health) and SDG 13 (Climate Action). The findings highlight the need for the systematic, competency-based integration of sustainability into allied health curricula to support a climate-resilient and ecologically responsible future healthcare workforce. Full article

Background/Objectives: Tongue thrust (TT) occurs when abnormal tongue movements cause anterior tongue placement with pressure and contact against or between the teeth, potentially affecting the oral phase of swallowing, impacting eating, breathing and speaking. There is limited literature on the diagnostic and treatment approaches for TT, as well as involvement of health practitioners in its management. This study aims to examine the current knowledge and practices related to TT diagnosis and treatment among health professionals in Australia. Methods: A two-phase explanatory sequential mixed methods approach was adopted, comprising an online survey that collected participants’ demographic information and details on assessment, diagnosis, management, referral practices, and relevant experience and training. Phase one involved 47 health professionals from various disciplines in Australia who completed an online survey in its entirety. Phase two included in-depth interviews with seven speech-language pathologists (SLPs) to gain further insights into their experiences in managing TT. Survey data were analysed descriptively, and interview data was analysed thematically. Results: Most participants diagnosed TT using clinical assessments, such as general observation and oral motor examinations. Treatment approaches commonly included orofacial myofunctional therapy and the use of myofunctional devices. Interviews with SLPs identified four key themes: tongue thrust as a symptom rather than a diagnosis, facilitators to effective treatment, multidisciplinary approaches to management, and training and education gaps in clinical practice. Conclusions: This study provides valuable insights into how TT is identified, assessed, diagnosed, and managed by health professionals in Australia. It highlights the perspectives of SLPs on treatment approaches, as well as their views on the availability and adequacy of training and education in this field. The findings suggest the need for a broader understanding of TT management, emphasising the importance of multidisciplinary collaboration and professional development. These insights are globally relevant, as they stress the shared challenges and the value of international collaboration in improving TT diagnosis and treatment practices. Full article