Search Results (2,683)

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring. Full article

Occupational Health and Safety (OHS) in educational settings is a vital responsibility that is often inconsistently implemented. There is a need for research to bridge the gap between policy and practice. This study employed a cross-sectional mixed-methods design in six schools in the capital city of Indonesia to identify key implementation barriers, strategies, and compliance levels in OHS. Data were collected from 217 teachers using a structured KPAP (Knowledge, Attitudes, Perceptions, Practices) survey and from an additional 38 teachers via Focus Group Discussions (FGDs). Quantitatively, teachers showed highly positive attitudes (99.4% viewing OHS as a professional duty) and generally positive perceptions but implementation practices were sub-optimal (e.g., low participation in drills and PPE usage), showing a gap between awareness and action. Qualitatively, the main barriers identified were a lack of specific OHS regulation or guidance for schools, limited resources/infrastructure, and the perception of OHS as a low priority. Management strategies focused on external collaboration and ongoing in-school initiatives. In conclusion, a significant gap exists between OHS awareness and its integration into school management, highlighting the urgent need for strengthened governance, comprehensive policies, and sustained capacity-building to ensure a proactive, safe, and sustainable school environment for staff and students. Full article

This study investigates the impact of Governance, Risk management, and Compliance (GRC) practices on operational efficiency and corporate reputation. Drawing on the Resource-Based View (RBV), Stakeholder Theory, and the signaling perspective, it conceptualizes GRC as a set of organizational capabilities that enhance operational efficiency and company reputation. It also examines the mediating role of operational efficiency in the GRC–reputation relationship, particularly within technologically advanced and regulated sectors. Data were collected through a structured questionnaire distributed to 126 professionals across various Saudi technology-driven organizations, and the analyses combined descriptive statistics, hierarchical regression, and bootstrapped mediation testing using PROCESS to assess direct and indirect effects. The results indicate that operational efficiency partially mediates the effects of governance and compliance on reputation, supporting the argument that strengthened internal processes enhance external stakeholder evaluations; meanwhile, no mediation was found for risk management. Although the study offers meaningful insights, its sample size and sectoral focus limit the generalizability of conclusions, suggesting the need for broader or longitudinal research. This study contributes by advancing the conceptualization of GRC as organizational capabilities and empirically demonstrating their roles in strengthening both efficiency and reputation within technology-driven firms where digital governance and compliance capabilities are increasingly central. Full article

As sustainability becomes a strategic priority, the Information Technology (IT) sector faces pressure on both reducing its environmental impact and leading in innovation. This study examines how Green Human Resource Management (GHRM) practices influence employees’ Green IT Attitudes (GITA) and beliefs within the IT industry. Guided by the Belief–Action–Outcome (BAO) framework, it explores how HR strategies can foster eco-conscious mindsets that support sustainable behaviour. A quantitative cross-sectional design was used, collecting data through a validated questionnaire. The study was conducted in Australia, focusing on IT professionals employed. Responses from 112 IT professionals, determined through G*Power sample estimation, were analysed using SPSS 28.0.1 with regression techniques to assess the relationship between GHRM practices and environmental attitudes and beliefs. Results indicate that GHRM practices have a modest but significant positive effect on employees’ green IT attitudes and beliefs, supporting the view that structured HR initiatives can shape sustainability-driven mindsets. The findings emphasize the strategic role of HR in embedding sustainability within organizational culture, particularly in technology-driven environments. The study offers practical guidance for IT organizations aiming to integrate sustainability into internal systems by leveraging HRM. Future research should examine moderating variables and long-term behavioural effects, enhancing our understanding of sustainability-focused HRM in the digital era. Full article

In the context of the increasing digitalisation of education, teachers are facing growing technological demands that may affect their professional well-being. The aim of this study was to examine the relationship between digital competencies, technostress, and teachers’ professional well-being. The research was conducted on a sample of primary school teachers using validated questionnaires. The data were analysed using descriptive statistics, Pearson correlation analysis, multiple regression analysis, and one-way analysis of variance. The results showed a statistically significant negative relationship between digital competencies and technostress, as well as a positive relationship between digital competencies and professional well-being. Digital competencies proved to be a significant positive predictor of professional well-being, while technostress did not make a significant independent contribution. Differences in the level of technostress were also found with regard to teachers’ years of work experience. In conclusion, the results highlight the importance of strengthening digital competencies as a key resource for maintaining teachers’ professional well-being in a digital environment. Full article

Background: Leakage is a major concern for individuals living with a stoma and may negatively impact quality of life (QoL). A digital leakage notification system (DLNS) recently launched in the UK provides timely notifications to users via their smartphone when faeces is detected underneath the baseplate. This provides predictability and enables users to take proactive measures to help avoid leakages outside the baseplate. Methods: A single-arm, observational, longitudinal study of the DLNS, including its associated support service, has been initiated to follow 300 users for a year in the UK to evaluate long-term health benefits of the DLNS and its implications for healthcare resource utilisation in a real-world setting. The DLNS is prescribed by healthcare professionals (HCPs), and all users were invited to participate in the study. Study participants complete questionnaires capturing data on QoL (using the Ostomy Leak Impact tool), number of leakages outside the baseplate, utilisation of ostomy products, interactions with HCPs, and work productivity (using the Work Productivity and Activity Impairment questionnaire) at baseline and then every third month for one year. Data from the planned interim analysis of the first 100 participants who had been in the study for 6 months is presented. Results: Use of the DLNS for 6 months together with the associated support service was associated with a 51% reduction in leakage episodes outside the baseplate (p < 0.001) and great improvements in QoL (p < 0.001). Use of the DLNS reduced the number of unplanned baseplate changes due to worry about leakage by 47% (p < 0.001) and overall was associated with a reduction in the number of baseplates used by 14% (p = 0.002). Total time spent with HCPs related to stoma care was reduced by 65% after 6 months compared with baseline (p < 0.001). Work absenteeism and presenteeism improved significantly with the use of the DLNS. Conclusions: The interim results of this prospective, longitudinal study provided first insights into the long-term benefits of the DLNS in a real-world setting. ClinicalTrials.gov ID: NCT06554015. Full article

This mixed-methods study examines the digital competence of primary school teachers in Greece and Cyprus working in multilingual and multicultural mainstream classrooms. In response to the increasing diversity in European education, it explores how teachers perceive and implement digital competence to support inclusive and quality education. Using the DigCompEdu framework and an extended TPACK model, data were collected from 146 in-service teachers through a structured questionnaire. Cluster analysis revealed three distinct competence profiles-high, moderate, and low-while Kruskal–Wallis tests confirmed significant differences among them. Thematic analysis of open-ended responses, supported by Pearson correlation analysis, highlighted how teachers’ beliefs, infrastructural conditions, and pedagogical practices intersect. Highly competent teachers reported the use of inclusive digital strategies yet pointed to systemic barriers such as limited training and poor infrastructure. Less confident teachers expressed foundational challenges and dependence on external support. Across all profiles, contextual factors—school resources, time, student digital readiness, and access to professional development—were key. The study concludes that digital competence is not merely technical but deeply context-sensitive and pedagogical. It calls for differentiated, equity-oriented professional learning pathways aligned with Sustainable Development Goals 4 and 10, contributing to inclusive education and education for sustainability in linguistically diverse classrooms. Full article

This study investigates the thermodynamic performance of two power-generation systems driven by a geothermal heat resource. The first configuration is an organic Rankine cycle (ORC) employing cyclopentane, R152a, and R1233zd as working fluids, while the second utilizes a supercritical carbon dioxide (s-CO₂) Rankine cycle. Detailed energy and exergy analyses for each working fluid were carried out using the EBSILON^® Professional simulation. Among the ORC fluids, cyclopentane demonstrated the most favorable performance. In the ORC system, thermal and exergy efficiencies reached up to 29.58% and 70.51%, respectively. However, in the s-CO₂ Rankine cycle, thermal and exergy efficiencies were found to be 20.29% and 47.77%, respectively. Also, it was determined that the ORC and s-CO₂ Rankine were economically viable for investment, with payback periods of 4.2 years and 2.26 years, respectively. Full article

Background/objectives: Involving parents in the care of hospitalized children can improve outcomes for both patients and families. Our team previously developed a unit-level model of family integrated care that supports families as key members of the neonatal intensive care team. However, the model’s suitability for general inpatient pediatric settings has not yet been explored. To proactively plan for adapting and implementing a feasibility and pilot study of this model in these settings, we examined healthcare professionals’ perspectives on optimizing family integrated care by identifying potential barriers to implementation. Methods: We conducted one-on-one semi-structured interviews with ten healthcare professionals along with observational site visits in three general inpatient pediatric units at a large tertiary pediatric hospital in Western Canada. We analyzed data using thematic analysis. Results: On average, participants in our study were 35.9 years old, reported 12.2 years of experience in healthcare, were predominantly female, and came from diverse disciplines, and reported substantial healthcare and unit experience. Several themes emerged from the interviews and site observations: resource constraints, workforce challenges, siloed team members, challenges to integrating families in care teams, diverse populations of patients and families, communication barriers, and workflow constraints. Participants indicated these themes may influence integration of families in care in general inpatient pediatric units. Conclusions: Our identification of key barriers to integrating families in care offers practical guidance for adapting and implementing family-integrated care in general inpatient pediatric settings. Full article

Background/Objectives: Medication incidents remain a significant concern in hospital settings. Integrated medication systems, regarding organized processes, policies, technologies and professional practices are designed to enhance patient safety; however, their safety performance is still suboptimal. The use of valid and reliable instruments to assess hospital medication system safety can be a valuable resource for health care management. The aim of this study was to describe the development and psychometric validation of the Hospital Medication System Safety Assessment Questionnaire (HMSSA-Q) for assessing the safety of hospital medication systems and its processes in Portugal. Methods: The HMSSA-Q was developed through a literature review and two rounds of expert panel consultation. Following consensus, a pilot methodological study was conducted in 95 Portuguese hospitals. Construct validity was assessed using principal component factor analysis, and reliability was evaluated through internal consistency (Cronbach’s alpha). Results: The instrument is theoretically structured into five predefined domains/subscales: Organizational Environment, Safe Medication Prescribing, Safe Medication in Hospital Pharmacy, Safe Medication Preparation and Administration, and Information and Patient Education. Principal component analyses performed separately for each domain supported their internal structure. The overall scale showed excellent internal consistency (Cronbach’s α = 0.97), with Cronbach’s alpha values for the domains ranging from 0.86 to 0.94. Conclusions: The HMSSA-Q is a valid and reliable instrument for assessing the safety of hospital medication systems and has the potential to serve as an innovative management tool for improving patient safety. Full article

(1) Background/Purpose: Talent management research has typically focused on early-career entrants or high-potential employees, leaving mid-career professionals underexplored despite their pivotal role in organisational continuity and leadership pipelines. This study examines whether the principles of Conservation of Resources (COR) theory apply to careers, testing whether career resources predict objective and subjective career success, and whether gender differences emerge. (2) Study Design/Methodology/Approach: A three-wave survey of 543 individuals employed in the United Kingdom (UK) (mean age 39) was analysed using Latent Growth Modelling and hierarchical regression to capture the temporal dynamics of career resources and their links to success. (3) Findings: Subjective career success declined overall, but increased among participants with high human capital, environmental resources, career self-management behaviours, and baseline motivation. Gender differences were found: human capital and self-management were stronger predictors for men, while environmental resources were more important for women. Objective success was predicted by human capital only for women, while private-sector employment and subjective success were the strongest predictors for men. (4) Originality/Value: Our unique contribution advances understanding of mid-career dynamics among women and men, highlighting critical implications for talent management. Some, but not all, predictions of COR theory are supported. Women and men experience the benefits of resources differently. Whilst career resources were critical for career success, caring responsibilities were not, irrespective of gender. Organisations must recognise that subjective career success needs resources to sustain it and move beyond one-size-fits-all approaches by tailoring development, mobility, and support systems to gendered and career-stage-specific needs. Full article

Kazakhstan’s 2025 Water Code aims to institutionalize Integrated Water Resources Management (IWRM), but its success is threatened by a persistent “implementation gap” between policy requirements and the workforce’s practical competencies. This study provides empirical evidence of a persistent misalignment between water-related higher education and emerging governance demands in Kazakhstan by conceptualizing the implementation gap as a human-capital deficit. We conducted a repeated two-wave survey of students enrolled in “Water Resources” programs (n₁ = 39, n₂ = 82) to empirically diagnose this gap and examine changes in educational preferences over time. The findings reveal an overwhelming demand for dual education (97.6%), alongside a statistically significant shift (χ²(1) = 33.53, p < 0.001) from theory-oriented learning (56.4% to 4.9%) toward practice-oriented formats (30.8% to 62.2%). Key reported constraints include limited access to modern laboratories (47.6%) and insufficient real-world professional experience (28%). Taken together, these results indicate a structural misalignment between academic training and the competency requirements implied by ongoing water-sector reforms. The study concludes that dual education may function as an institutional mechanism for narrowing the policy-to-competence gap, supporting efforts to operationalize the 2025 Water Code and advance Sustainable Development Goals 4 and 6. Full article

Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practices as assessors. The PD training program consisted of a 30 h workshop delivered over one week and integrated theory, practice, collaborative learning, reflection, and feedback. Data collection instruments included classroom observations and interviews. Findings showed that the PD program improved teachers’ LAL by developing their assessment conceptions, knowledge, skills, and confidence, although the degree of improvement varied across participants. The findings also identified challenges teachers encountered in their assessment practices, including limited time, large class sizes, insufficient resources, and sociocultural factors that constrained teachers’ assessment conceptions and restricted their LAL development. The findings showed that PD programs could strengthen teachers’ professional identity as assessors by incorporating relevant content, practice opportunities, feedback, a supportive learning community, and self-reflection. The study findings have broader implications for professional development of LAL in other low-resource and exam-oriented EFL contexts with strong sociocultural constraints. Full article

This study examines the determinants of talent retention in the hotel sector of Extremadura, a peripheral European region facing depopulation, labour scarcity and structural limitations that threaten the sustainability of its human capital base. Grounded in the Job Demands–Resources (JD-R) theory, the research analyses how a set of key labour resources, specifically professional training, organisational trust, job satisfaction and sustainability commitment, influence employees’ intention to remain in their organisations. These resources are conceptualised as organisational and motivational mechanisms that enhance employees’ capacity to cope with job demands and reinforce their attachment to the organisation. A quantitative survey was conducted with hotel-sector employees in Extremadura; 255 questionnaires were validated, and the proposed structural model was tested using SEM. The findings show that organisational trust is the strongest predictor of retention, followed by professional training and sustainability commitment, while job satisfaction also exerts a significant, though more moderate, effect. These results indicate that enhancing fairness perceptions, strengthening continuous training pathways and integrating sustainability-oriented values are essential strategies for retaining qualified personnel in territories with limited external opportunities. Rather than measuring human capital sustainability directly, the study shows that talent retention operates as a central empirical mechanism through which the sustainability of human capital can be supported in peripheral tourism economies. It concludes by highlighting the need for managerial practices that support transparent leadership, structured professional development and participatory sustainability initiatives, and encourages future research to incorporate longitudinal designs and direct measures of human capital sustainability. Full article

This study explores the role of Applied Theatre as a form of cultural mediation in addressing issues of environmental justice within higher education. Eight university professors participated in the study, providing qualitative data through semi-structured interviews that focused on their perceptions of environmental inequalities, their teaching practices, and the potential of theatrical approaches to foster critical engagement with sustainability issues, drawing on their prior use of drama-based methods in university teaching. Using a directed content analysis framework, the study highlights that environmental inequalities are not only material or ecological but are closely intertwined with social relations, access to resources, and collective experiences. The findings indicate that Applied Theatre can create an intermediate learning space where knowledge, emotion, and action intersect, enabling students to engage critically and experientially with social and environmental injustices. Essential conditions for successful integration include targeted professional development of faculty, institutional support, and interdisciplinary collaborations, while challenges such as limited resources, time constraints, and lack of curricular recognition remain significant. The study contributes to the development of a theoretical framework that positions Applied Theatre as cultural mediation in higher education, framing it not only as an artistic methodology but also as a social and educational practice. This framework provides directions for future research and policy, particularly in the design of sustainable teaching practices that connect higher education with social justice and ecological responsibility. Full article