Search Results (888)

Entrepreneurship is recognised globally as the vehicle for economic development and poverty eradication, yet in developing economies, it is not receiving the support it deserves. Based on the institutional framework, this study explores its role in fostering the development of an entrepreneurial mindset in Masvingo Province, Zimbabwe. Being grounded in the interpretivist research philosophy and following an inductive qualitative research design, the study adopted a case study strategy. Data were collected through in- depth interviews with 12 participants, purposively selected from industry leaders and entrepreneurs. Thematic analysis was used to inductively generate contextual insights from the interaction between the regulatory, socio-economic, and cultural pillars of the institutional framework and individual capabilities. The findings show that entrepreneurship development in Masvingo Province, Zimbabwe, is influenced to a greater extent by the institutional framework, which is characterised by economic volatility, infrastructure gaps, and evolving regulatory demands. The formal institutional framework was noted to confer legitimacy while, at the same time, imposing obligations on institutions; informal institutional frameworks rooted in communal values, social capital, and professional bodies helped fill gaps in the formal framework. The study also demonstrates that entrepreneurial mindset development is an integrated output of continuous learning, strategic networking, and individual capability. In reinforcing the normative dimensions of institutional theory, it was noted that entrepreneurs do not only have profit-maximisation goals but also long-term sustainability and survival targets. The study contributes to scarce empirical research on the nexus between institutional framework and entrepreneurship development in emerging economies. The findings reinforce the need for an integrated approach that streamlines the regulatory process, strengthens infrastructure, supports capacity building, and recognises the role of the informal institutional network in enhancing entrepreneurship development. Even though the qualitative, cross-sectional design limits the generalizability of the study’s findings, the study offers insights into fostering entrepreneurship development in emerging markets. Full article

This contribution explores the role of reflective practice and performative methodologies in the professional development of support teachers, framing reflectivity as a complex and articulated form of thinking that goes beyond intuitive reflection. Drawing on theories of transformative learning and practice-based research, the paper argues that performative approaches—grounded in embodied, emotional, and narrative experience—can effectively foster teachers’ critical awareness, professional identity construction, and capacity for inclusive educational action. The study presents a teacher training experience implemented within the Specialization Course for Support Teaching Activities at Link Campus University, involving a 20-h workshop attended by 200 lower secondary school teachers. Centered on performance art practices, the workshop aimed to promote reflective processes related to themes of exclusion and inclusion through bodily engagement, collective meaning-making, and non-verbal communication. Participants were actively involved in designing and performing activities, thus positioning themselves as protagonists of their own learning trajectories. Data collected through pre- and post-intervention questionnaires highlight participants’ positive perceptions of the experience and its transferability to school contexts. Findings suggest that performative methodologies support emotional sharing, enhance group cohesion, and contribute to the creation of a supportive classroom climate, while also strengthening teachers’ reflective and transformative capacities. The paper concludes by emphasizing the pedagogical value of performative practices as tools for fostering inclusive, reflective, and experience-based teacher education. Full article

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We collected 652 field notes of SEL in action across twelve schools in the Northeast and Western regions of the United States between December 2022 and May 2024. All field notes were analyzed with Dedoose using thematic inductive coding. Key facilitators of systemwide SEL include prioritization/support from leadership, professional development for educators, integration into students’ daily experiences, and engagement with parents/caregivers and the community. Key challenges to systemwide SEL involve leadership ambiguity, educator burnout, and student disengagement. Implications for optimizing SEL implementation in educational practice and policy are discussed. Full article

This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. Full article

Online cybersecurity education increasingly serves diverse cohorts, including students with non-technical backgrounds and those balancing their studies with work or family responsibilities. Yet, research on sustaining educational quality while scaling fully online enrolments remains limited, particularly in foundational technical subjects where learning requires both conceptual understanding and professional judgement. This study aims to examine how teaching presence can be operationalised in fully online foundational cybersecurity subjects through inspectable artefacts and routines that remain workable for large cohorts and distributed teaching teams. This paper reports a Scholarship of Teaching and Learning (SoTL) design and transfer case grounded in the Community of Inquiry (CoI) framework. This study examines the redesign of CSE1ICB (Introduction to Cybersecurity) and the transfer of the same design logic to CSE1CPR (Cybersecurity in Practice). The findings identify a coherent four-component design model comprising (1) real-world incident integration, (2) scenario-based learning and interactive checks, (3) structured, layered support, and (4) a predictable communication rhythm across the learning management system (LMS) and email. Across these two subjects, these elements are presented as an integrated system intended to make learning objectives salient, increase opportunities for guided practice in professional reasoning, reduce avoidable friction in practical work, and create consistent instructor visibility through routine communication and support structures. This paper synthesises the approach into nine transferable design principles, mapped to CoI teaching presence dimensions and illustrated through concrete design choices, including incident-framing templates, scenario prompt patterns, layered support resources, formative feedback patterns, and communication routines. Overall, this study shows that teaching presence can be operationalised as a coordinated design system rather than as a set of isolated tactics. This paper contributes a reusable and theory-informed model for educators coordinating foundational cybersecurity subjects delivered online at scale. Full article

Image communication represents a fundamental domain of human experience that intersects cognitive neuroscience, educational psychology, and visual communication theory. The increasing digitalization of contemporary society has amplified the importance of visual literacy, defined as the ability to interpret, use, and create visual media. While neuroscientific research highlights the brain’s proficiency in processing visual information, significant gaps remain in understanding the underlying psychological mechanisms and their practical applications in educational contexts. This study proposes a multidisciplinary research design to systematically analyze these psychological dimensions. The research will integrate cognitive, perceptual, and pedagogical perspectives to understand how visual representations influence learning. The methodological design includes a multi-method approach combining experimental analysis, ethnographic observation, and psychometric evaluation on a stratified sample of 240 participants (aged 16–25) divided into three groups: high school students (n = 80), university students (n = 80), and young professionals (n = 80). The proposed methodology will utilize eye-tracking to analyze visual perception patterns, integrated with semantic differential methods to evaluate cognitive and affective associations with visual imagery. The expected results should clarify how the effectiveness of image communication depends on the coherence between technical and semantic aspects of visual imagery. The research aims to contribute to the theoretical framework of educational neuroscience, offering empirical evidence for optimizing teaching strategies based on multimodal visual communication. Full article

Images generated by artificial intelligence recombine visual fragments learned from datasets, producing representations based on criteria of semantic proximity and aesthetic familiarity. These images lie in an intermediate zone between verisimilitude and statistical construction, requiring new interpretative skills to understand their nature and limitations. This paper explores the need to develop visual literacy for generative AI, understood as the critical ability to analyse generation processes, recognise implicit biases, and verify the consistency of the representations produced. Through some case studies, prompting is analysed as a dialogical and reflective practice that highlights recurring patterns in datasets and diffusion models. The cases highlight how automatic composition tends to reproduce dominant cultural patterns related to gender, posture, and professional role. This paper introduces NEGOTIA, a seven-step framework designed to foster critical and operational visual literacy, applicable in educational and design contexts where synthetic images function as tools for representation, communication, and verification. NEGOTIA offers a replicable model for education and design practice. Full article

Background: North Carolina faces persistent shortages of psychiatric professionals, particularly in rural and underserved regions, resulting in prolonged emergency department (ED) boarding, avoidable psychiatric hospitalizations, and inequitable access to behavioral health services. The North Carolina Statewide Telepsychiatry Program (NC-STeP), launched in 2013, is one of the nation’s longest-running statewide telepsychiatry programs. Objective: To summarize the development, implementation, outcomes, and lessons learned from NC-STeP across ED, community, maternal, pediatric, and university settings. Methods: Data were synthesized from NC-STeP operations, service data, and peer-reviewed publications (2013–2025). Results: NC-STeP completed 67,543 ED psychiatric assessments, prevented 11,802 hospitalizations, and generated $63.7 million in cost savings. Telepsychiatry increased safe discharges, reduced ED boarding, improved access, and revealed persistent equity gaps. Conclusions: NC-STeP demonstrates a scalable statewide telepsychiatry model improving throughput, reducing avoidable admissions, and expanding equitable behavioral health access. Full article

There is a mental health crisis among young people in Canada, suggesting a need for evidence-based, community-engaged strategies to strengthen the youth mental health workforce. This study explores the learning and professional development outcomes of participation in the National Youth Council (NYC) of Kids Help Phone (KHP), Canada’s only “national 24/7, free, confidential, and multilingual e-mental health service, blending technology with the empathy of clinical experts”. We surveyed and conducted focus groups with current and former NYC members to identify professional development outcomes associated with council participation. The results suggest that involvement in the NYC fostered professional skill-building, increased interest in mental health and youth-facing careers, improved civic engagement, and created a sense of empowerment and belonging. Barriers to full participation in youth councils included imposter syndrome, limited regional access to in-person activities, and limited representation from certain geographic areas (e.g., the Territories). These findings highlight the potential of youth advisory councils to support youth professional development, while emphasizing the importance of integrating structured mentorship and equity-focused practices into youth engagement models. NYCs may therefore serve as promising venues for strengthening the future youth mental health workforce. Full article

Background/Objectives: Patient-Reported Experience Measures (PREMs) help us understand how patients perceive healthcare quality. Yet most studies look at complaints in isolation, without tying them to the structural features of medical practice. This study asks whether the nature of clinical work—shaped by diagnostic pathways, interaction patterns, and professional focus—predicts what patients complain about. Methods: We analyzed 18,492 negative reviews from infodoctor.ru, collected between 2012 and 2023 across 16 Russian cities with populations over one million. We used a mix of methods: machine learning (logistic regression) to classify complaints as medical (M-type) or organizational (O-type), statistical tests (chi-square, proportion analysis), and expert validation by nine independent specialists. We also built a novel multidimensional classification of medical practices based on three criteria: diagnostic pathway length, frequency and duration of patient interaction, and whether the work is mainly technical or communicative. Results: Technical specialties received far more medical complaints than communicative ones (39.8% vs. 29.3%, p < 0.001), while communicative specialties received more organizational complaints (45.7% vs. 35.0%, p < 0.001). Specialties that manage chronic conditions over the long term had the highest share of organizational complaints (41.6%). At the city level, the share of communicative specialists correlated negatively with complaints per capita (r = −0.541, p = 0.0306). We found no meaningful gender differences in complaint patterns. Conclusions: The type of medical practice systematically shapes what patients complain about. Technical specialties draw criticism on clinical quality; communicative specialties draw criticism on how care is organized. Long-term care faces challenges rooted more in administrative friction than in clinical competence. These findings show that PREMs, when analyzed through a practice-based lens, can support targeted quality improvement—moving from simply tracking complaints to acting on them in specialty-specific ways. Full article

Background: Nursing student experiences in the clinical learning environment have been described in many countries but less is known about student nurses in rural settings. Aim: To explore undergraduate nursing students’ experience of clinical placement in a rural setting and identify factors that influence their experience. Methods: A cross-sectional observational study was conducted with a convenience sample of 170 undergraduate nursing students in regional Victoria, Australia, who completed professional experience placements between January and June 2020. Following their placements, participants completed the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale. Data were analysed using logistic regression models. Results: Completing clinical placements in medium to small rural towns or remote and very remote communities were associated with increased odds of high scores in the learning environment [odds ratio (OR) 2.90, 95% CI, 1.32 to 6.37; P = 0.01] and the supervisory relationship domains (OR 3.16, 95% CI, 1.40 to 7.14; P = 0.01). Female gender (OR 3.38, 95% CI, 1.12 to 10.19; P = 0.03), supervision by staff other than an educator (OR 2.71, 95% CI, 1.16 to 6.33; P = 0.02) and increased frequency of ad hoc (extra) supervision with a buddy nurse without the nurse educator (OR 2.55, 95% CI, 1.07 to 4.75; P = 0.03) were associated with increased odds of high scores in the role of nurse educator domain. Conclusions: In this study, nursing students reported valuing their exposure to smaller and more remote communities, the learning environments within rural and remote healthcare facilities, and the relationships they developed with supervising nurses. The findings also suggest that some students perceived greater value in supervision provided by clinical staff who were not in formal nurse educator or nurse facilitator roles. Given the limitations of the study, these observations should be interpreted cautiously and may warrant further investigation in broader contexts. Full article

Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) Guide synthesizes decades of research-based recommendations for improving physics education. However, it offers limited guidance on how to integrate these diverse recommendations into a coherent, course-level approach—a responsibility that falls to individual instructors, whose graduate training prepared them primarily as researchers rather than as educators. This paper begins by motivating and introducing the Practicing Professionalism Framework (PPF), a course design framework developed in alignment with EP3 recommendations that encourages development of professional skills in a way that connects students’ interests and values to the broader physics community. We present the PPF in sufficient detail to enable motivated faculty to adopt and adapt it as a research-informed tool for aligning their course design with both their professional values and instructional goals. Next we present the PPF implemented in two very different instructional contexts, demonstrating how the PPF can offer a structured pathway for making courses more inclusive while preserving disciplinary rigor. We conclude with observations across the two case studies. Full article

This study seeks to examine the attractiveness of higher education institutions as community spaces for students and the significance of the services they provide. It aims to explore students’ perspectives on planning their long-term futures, particularly in assessing whether the university environment serves as a stronger influence than their place of origin or family background. The role of the university is particularly significant if it is located outside the student’s town of origin, so the student’s decision to attend a particular institution is not necessarily based on the specific undergraduate program or the prestige of the university. The study combines a review of the national and international literature with an empirical investigation, utilizing a questionnaire survey to analyze students’ decision-making processes. Many students perceived the university as a transitional “island”, offering a temporary space to inhabit before embarking on their future careers. The degree obtained serves as a “passport” to professional opportunities, while the university experience provides a unique community environment and represents a significant step toward independence and separation from familial influence. These findings hold particular relevance for universities, which are continually redefining their roles in response to changing student expectations. Many students view the university not merely as a site of learning but as a precursor to adulthood and a foundational space for personal growth. This study addresses a gap in the existing literature by focusing on the appeal of universities as local hubs and comparing their influence to the retaining power of family ties, offering insights for student development. Full article

Distance higher education places increased demands on instructors’ emotional and communicative competencies, as teaching and interaction occur in technologically mediated environments. This study examines the role of teachers’ emotional intelligence, empathy, and communication-related competencies in distance higher education, with particular emphasis on emotional management and instructor well-being. A quantitative research design was employed, using self-report instruments administered to higher education instructors engaged in distance teaching. Non-parametric statistical analyses revealed strong internal coherence among emotional intelligence dimensions and a pattern of functional empathy characterized by high perspective taking and low personal distress. Self-perceived communication was found to be consistent across interactional contexts, indicating a stable communicative disposition. Most notably, emotional management emerged as a key factor associated with positive work-related emotions among instructors. The findings highlight emotional management as a critical mechanism supporting both teaching effectiveness and emotional sustainability in online learning environments. The study contributes to the literature by integrating emotional intelligence, empathy, and self-perceived communication within a unified empirical framework and offers practical implications for professional development and institutional support in distance higher education. Full article

In the late 1990s, there was much speculation on what music and music education would look like at the beginning of the 21st century. Few predicted the level of change that we have witnessed since then. In fact, developments in technologies, demographics, societies and global relations that have taken place in the world over the past 100 years would have been neigh unimaginable decade by decade, and keep coming with ever-increasing intensity. Travel, trade and technology have connected people and cultures in myriad and often wonderful ways. But inequities, divisions, and conflicts also reached new heights, with the first half of the 2020s subject to a seemingly endless stream of natural and manmade disasters and conflicts. Inevitably, all of these developments impacted on the world of music in general, and also on music education. In this essay, I try to summarise some key experiences and observations of my own first fifty years of living musical diversity (a world that started to open before me when I began learning Indian sitar in Amsterdam in 1975), and efforts across five continents that I have been involved in or researched. Juxtaposing this with key literature on the topic provides a broad basis for presenting ideas and views on progress towards giving musical practices from across the globe an appropriate place in music education at all levels: in community settings, schools, and institutions for professional training of performers and educators. In that process, I identify three critical junctures which can simultaneously present obstacles and opportunities for positive change: (1) terminologies, social inclusion, and the politics of diversity; (2) musical dynamics, technology, and institutional change; and (3) evolutions and revolutions in music learning and teaching. These inform a challenging but clear agenda for scholars, policy makers, institutional leaders, practising musicians and music educators worldwide who strive for more inclusive, diverse, equitable and relevant practices. Full article