Search Results (64)

Generative artificial intelligence (AI) is increasingly present in medical education, yet its indiscriminate use risks impairing the acquisition of foundational clinical competencies, including clinical reasoning, hypothesis generation, and patient-centered communication, through processes of never-skilling, mis-skilling, and deskilling. This paper presents M3RGE-AI (Responsible, Reliable, and Reflexive use of Generative AI in Medical Education), a conceptual framework for the purposeful integration of AI as a cognitive scaffold in medical training. Drawing on established learning theories, zone of proximal development, deliberate practice, and peer learning, the framework assigns progressively expanding AI functions across training stages, prioritizes Socratic over directive interactions, requires transparent and verifiable sourcing of AI-generated content, and incorporates peer moderation and AI-off assessment checkpoints to mitigate over-reliance. The framework is operationalized through alternating AI-on and AI-off cycles, governance processes, and educator training protocols. Applied within these constraints, AI can shorten feedback loops and broaden clinical exposure while preserving independent reasoning and authentic patient communication. M3RGE-AI offers a theoretically grounded and institutionally implementable model for integrating generative AI into medical curricula without sacrificing the essential human competencies that underpin safe clinical practice. Full article

The rapid integration of artificial intelligence (AI) accelerates the need for continuous skill acquisition. Consequently, this increases the importance of lifelong learning while raising fundamental questions about pedagogical interaction and human social values. To remain competitive, individuals must constantly acquire new skills and enhance existing ones. The aim of the article is to evaluate the stability of individual social value systems and the role of pedagogical interaction in lifelong learning during AI integration. The study uses a quantitative survey (N = 160) with a retrospective self-assessment model based on Schwartz’s Theory of Basic Human Values. The study processed data in IBM SPSS using non-parametric tests (Wilcoxon signed-rank, Kruskal–Wallis, Kendall’s rank correlation) to analyze how digital skills and sociodemographics influence technology perception. Findings reveal core value systems remain statistically stable; AI integration causes no internal value conflict. Digital skill level, rather than age, is the most significant factor in AI perception. While participants highly rate AI’s potential to customize learning, they express concerns regarding technological dependence. In the lifelong learning ecosystem, AI is viewed as a didactic tool rather than an educator replacement, as technology cannot provide essential social interaction and emotional support. Finally, higher education fosters a critical attitude toward AI’s ethical risks. Full article

Education in intangible cultural heritage (ICH) skills plays a vital role in cultural transmission and innovation, yet it faces persistent structural tension between the authenticity of regional culture and the standardization of modern educational systems. Drawing on Bourdieu’s field theory, this study examines the dynamic interaction of field, capital, and habitus within intangible cultural heritage skills education in Chinese higher education. Employing an exploratory qualitative single-case study design, the research investigates the ethnic arts curriculum at Southwest Minzu University, with data drawn from documentary evidence, teaching artifacts, and participant observation. The findings reveal a composite educational field structured by the intersection of native cultural, educational institutional, and cultural reproduction fields, within which cultural capital in its embodied, objectified, and institutionalized forms is transformed into symbolic and social capital through teaching practices, creative production, and institutional certification. The study further identifies a practical pathway extending from cultural capital accumulation to symbolic capital acquisition and ultimately to social capital expansion. Notably, the analysis empirically identifies the role of emotional persons—actors whose habitus is shaped by institutionally mandated affective cultivation, as articulated in the university’s formal talent training program—in mediating capital reproduction and habitus formation. This study offers a systematic theoretical framework for understanding the internal operational mechanisms of intangible cultural heritage skills education and provides practical insights for balancing cultural authenticity with educational standardization in the context of globalization. Full article

Cognitive load theory-informed curriculum design in health sciences education refers to the purposeful organisation of teaching strategies and learning materials based on the principles of Cognitive Load Theory (CLT), a framework developed by John Sweller in the late 1980s. CLT is grounded in cognitive psychology and recognises that the working memory has a limited capacity for processing new information. It identifies three types of cognitive load: intrinsic load, which refers to the inherent complexity of the material being learned; extraneous load, which results from ineffective instructional design or irrelevant information; and germane load, which reflects the mental effort directed toward understanding, integrating, and organising information into long-term memory. In health sciences education, students frequently engage with tasks that require the simultaneous processing of multiple interacting elements, placing high demands on working memory at specific points in time. This includes foundational biomedical sciences such as anatomy, physiology, and pathophysiology extending to applied clinical skills, diagnostic reasoning under uncertainty, health service management within complex systems, and ethically grounded decision-making. Without thoughtful instructional design, learners may be overwhelmed by excessive information and cognitive demands, which can hinder understanding, retention, and performance. Applying CLT-informed strategies, educators can reduce unnecessary cognitive burden, sequence learning activities to align with learners’ cognitive capacity, and promote deeper learning. This approach supports more effective knowledge acquisition and transfer and is particularly valuable in content dense academic environments such as medicine, nursing, allied health education, public health and health service management education. Therefore, integrating CLT-informed principles into curriculum design can help optimise learning experiences and support the development of competent health professionals. Full article

The study examines the impact of Work Social Media Usage (WSMU) on employee skills through the mediating roles of perceived relatedness, perceived autonomy, and perceived competence. A comprehensive questionnaire was formulated to measure WSMU and employee skills, based on self-determination theory, along with collecting data using a five-scale Likert questionnaire. The study focused on local and international consulting and training firms that are registered and operational in Jordan. Managers, trainers, marketers, evaluators, consultants, and academics were the main participants of the sample, which was chosen with convenience sampling. There was a total of 518 employees in the sample. The results obtained through structural equation modeling show that WSMU greatly increases employee skills, with perceived competence being the strongest mediator. The research illustrates how social media is useful in promoting the sharing of knowledge, emotional care, and skill acquisition, which can be helpful to organizations in making use of digital interactions for the development of employees. Full article

Background: Variability in procedural exposure among internal medicine junior doctors may result in inconsistent preparedness for essential bedside procedures. Simulation-based education grounded in mastery learning has been proposed to standardise skill acquisition, but less is known about how such training is integrated into clinical practice. Methods: We conducted a theory-informed mixed-methods evaluation of a mastery-oriented procedural simulation workshop. The quantitative component used pre–post assessments, including a multiple-choice knowledge test and self-reported measures of perceived knowledge, skill, and confidence using a 5-point Likert scale. Participants were required to achieve predefined competency benchmarks based on ACGME-aligned procedural checklists. The qualitative component, conducted two years later, involved semi-structured interviews exploring how participants integrated workshop learning into clinical practice. Results: Thirty-eight participants completed paired pre–post assessments. Knowledge scores and self-reported perceived knowledge, skill, and confidence improved significantly across all procedures (p < 0.01), with large effect sizes. Ten participants participated in follow-up interviews. Thematic analysis identified four themes: (1) standardization of procedural practice, (2) activation of prior knowledge, (3) hands-on experience and skill development, and (4) relevance to clinical practice. Conclusions: A mastery-oriented simulation workshop was associated with improvements in knowledge and perceived procedural readiness. Structured simulation may influence how junior doctors approach procedural learning in clinical practice. Full article

In rapidly urbanising developing economies, construction activity frequently relies on informal and semi-skilled labour. This coincides with limited opportunities for systematic skill development, leading to persistent labour deskilling. While existing research has predominantly addressed these challenges through policy reform, industrialisation, or efficiency-driven technological models, less emphasis has been placed on the role of architectural design in shaping labour–technology relations on-site. This article adopts a constructivist perspective on technology to investigate how architectural design can serve as a socio-technical framework for non-formal labour upskilling within construction practice. Drawing upon qualitative case studies of two architectural projects in Sri Lanka—a suburban residential retrofit and a low-income rural housing prototype—this study analyses how design strategies such as systemisation, construction sequencing, material hybridity, and craft-based component detailing embed tacit learning within production processes. The findings demonstrate that craft, understood as a mode of tacit knowledge and on-the-job learning rather than as a stylistic or nostalgic response, can facilitate skill acquisition across diverse economic and technical contexts. By repositioning architectural design as an active mediator between technology and labour, this article contributes to debates within construction studies, social sciences, and architectural theory and proposes design-led construction strategies as a context-sensitive alternative to purely policy- or efficiency-driven approaches to labour development. Full article

Background/Objectives: Digitalization creates new opportunities for social participation and access to services; however, individuals who lack access to digital resources or the ability to use them effectively are often unable to benefit from these developments. This uneven distribution reflects differences in digital capital that enhance technical competence and support psychosocial dimensions, contributing to empowerment. Such inequalities are particularly pronounced where age- and gender-based disadvantages intersect, generating distinctive forms of exclusion and vulnerability. Within the framework of digital capital theory, this study aims to explore how older women learners’ digital capital is shaped through a structured Digital Competence Training Program and how its growth influences their empowerment experiences. Methods: This qualitative case study utilized semi-structured interviews with 13 older women learners, two policymakers, and an educator. Results: Learners achieved gains beyond technical skills, including greater autonomy, self-confidence, and social connectedness. Despite technical and structural limitations, participants described the program as transformative, strengthening competence and belonging. Conclusions: The training program is an important pathway for strengthening older women’s digital capital and fostering empowerment beyond technical skill acquisition. However, its transformative potential depends on broader structural and institutional conditions, underscoring the need for inclusive, community-based digital education policies to sustain digital participation in later life. Full article

The ATHENA (Advanced Tool for Holistic Evaluation and Nurturing of Abilities) competency framework proposes a multidimensional approach to human performance structured around five interdependent dimensions (cognition, conation, knowledge, emotion, and sensori-motion), operationalized through 60 fine-grained facets. Although ATHENA is grounded in contemporary psychological theory and supported conceptually by multivariate research in intelligence, creativity, and skill acquisition, empirical evidence regarding the clarity and practical comprehensibility of its facets remains limited. This study investigates the extent to which instructional designers and human resource development (HRD) professionals—two groups who routinely operationalize competencies for learning, assessment, and workforce development—understand and evaluate the semantic clarity and usability of the 60 facets. Seventy-five practitioners completed a structured evaluation of the ATHENA framework facets, which are designed to be used in a hybrid intelligence system for competency management. This article presents the theoretical background, methodological design, and results concerning users’ comprehension of the framework’s components. The findings support, in general, the compatibility of ATHENA’s facets and practitioners’ conceptions. Full article

Objective. The aim of this study was to define a structured competence model for nurses working in gastrointestinal endoscopy in Italy and to assess nurses’ perceptions of the number of procedural repetitions required to acquire and maintain competence across different endoscopic procedures. Methods. A cross-sectional online survey targeted registered nurses working in Italian gastrointestinal endoscopy units. The questionnaire, developed from guidelines and expert consensus, covered demographics, organizational context, and perceived repetition thresholds for 30 procedures. Partial Credit Models (PCMs) estimated acquisition and maintenance thresholds; Differential Item Functioning (DIF) tested differences by self-reported experience level. Results. A total of 332 nurses participated (68.4% female; mean age 47.1 years; mean endoscopy experience 10.1 years). For competence acquisition, most procedures were placed in the 11–30 or 31–50 repetition range, with higher values for complex techniques. Competence maintenance generally required fewer repetitions, but thresholds varied by procedure. Advanced or infrequently performed techniques were perceived as more demanding. More experienced nurses reported higher thresholds, reflecting stricter internal standards. Conclusions. Acquisition and maintenance of gastrointestinal endoscopy competences differ in intensity and frequency requirements, supporting the need for tailored, modular training pathways. Findings highlight the importance of national competence standards, adaptive learning technologies, and structured mentorship to enhance skill development, reduce variability, and promote consistent, high-quality patient care across Italy. Full article

Music performance anxiety (MPA) can be examined within the framework of music performance ecosystems, wherein performers’ musical self-concept is shaped through complex social and cultural interactions. This research aims to identify ecosystemic interactions contributing to the emergence of MPA, and to promote a shift in its understanding, from a focus on individual symptomatology to the recognition of collective influences. A qualitative analysis was conducted using biographical-narrative interviews with 11 established musical performers (six female, five male), aged 23 to 62, representing a range of instruments, including violin, viola, cello, flute, piano, harp, and voice. Their experience encompasses solo, chamber, and orchestral performance, as well as pedagogical work, all rooted in the traditional educational framework of Western classical music. The analysis, based on the grounded theory methodology, highlights four key dimensions: the demanding stage; the development of psychological resilience in performers; the musical self-concept as a reflection of the performer’s experience; and performance as a process of transformation. The findings suggest that an ecosystemic perspective may support preventive interventions for MPA, particularly by reframing the traditional virtuoso performance model. Often internalized early in music education, this prestigious ideal continues to shape professional careers, placing heavy self-reflective demands on performers. To support healthier artistic development, music performance ecosystems can bridge the gap between skill acquisition and performer attunement. This is not merely a divide between learning and performing, but a structural loop in which training-oriented processes—such as analysis, self-criticism, and control—may hinder stage performance if not transformed into holistic, embodied execution. Full article

The rapid popularization of digital technology is profoundly altering the employment landscape; especially in rural areas, the digital economy has opened up unprecedented channels to narrow the gender gap in non-agricultural employment. This study utilizes data from the China Family Panel Studies (CFPS) from 2014 to 2020, employing a two-way fixed effects model to systematically examine the impact of digital literacy on the non-agricultural employment transition of rural women. The findings demonstrate that integrating social learning theory with digital empowerment theory establishes a dual-pathway analytical framework for examining psychological capital and information environments. Through skill development and resource optimization, digital literacy significantly enhances rural women’s employment participation and occupational re-adaptability, with these effects varying across regions and generations. Furthermore, the study reveals how household economic resources and regional development levels exert differential influences on these outcomes by affecting the acquisition and application of digital skills. These findings expand theoretical understanding of non-agricultural employment mechanisms in the digital era and offer practical policy insights. They also provide evidence-based strategies for enhancing women’s employment quality, advancing gender equality, and promoting rural revitalization, offering valuable guidance for developing countries navigating employment challenges through digital transformation. Full article

This study examined the effects of using specially designed AI-mediated pronunciation application in enhancing the production of English fricative consonants among Thai English for Specific Purposes (ESP) learners. The research utilized a quasi-experimental design involving intact classes of 74 undergraduate students majoring in Thai Dance and Music Education, divided into control (N = 38) and experimental (N = 36) groups. Grounded in Skill Acquisition Theory, the experimental group received pronunciation training via a custom-designed AI application leveraging automatic speech recognition (ASR), offering ESP contextualized practices, real-time, and individualized feedback. In contrast, the control group underwent traditional teacher-led articulatory and teacher-assisted feedback. Pre- and post-test evaluations measured pronunciation for nine target fricatives in ESP-relevant contexts. The statistical analyses revealed significant improvements in both groups, with the AI-mediated group demonstrating substantially greater gains, particularly on challenging sounds absent in Thai, such as /θ/, /ð/, /z/, /ʃ/, and /h/. The findings underscore the potential of AI-driven interventions to address language-specific phonological challenges through personalized, immediate feedback and adaptive practices. The study provides empirical evidence for integrating advanced technology into ESP pronunciation pedagogy, informing future curriculum design for EFL contexts. Implications for theory, practice, and future research are discussed, emphasizing tailored technological solutions for language learners with specific phonological profiles. Full article

Exploring the factors and mechanisms influencing farmers’ participation behavior in formal financial markets is of great significance for improving the rural financial service system and comprehensively promoting the development of rural inclusive finance. Based on the data from the 2020 China Rural Revitalization Survey (CRRS), this paper explores the impact and mechanism of digital skills on farmers’ participation in formal financial markets through the theories of feasibility information, social capital, and technology acceptance. The research results show that digital skills significantly promote farmers’ likelihood and extent of participation in formal financial markets, including stocks, bonds, and wealth management products. This is because digital skills enhance farmers’ information acquisition and online transaction capabilities and broaden their social networks. Heterogeneity analysis reveals that digital skills exert a greater influence on both the likelihood and extent of participation of farmers with lower educational level, farmers in the middle-aged and elderly cohorts, and farmers with low income in formal financial markets. Further research reveals that participating in formal financial markets can significantly increase farmers’ annual income. Therefore, training should be strengthened to enhance farmers’ digital skills. Open information platforms should be established to broaden channels, gradually enabling farmers to freely acquire information, reducing the cost of maintaining social networks for farmers, and improving the convenience of farmers’ online transactions. In addition, efforts should be made to promote the development of inclusive finance, focus on the differentiation issues of farmers in information and wealth, and thereby more widely enhance farmers’ participation in formal financial markets. Full article

The first-order false belief (FB) test is frequently employed to assess theory of mind (ToM); however, it faces substantial criticism regarding its inadequacies. Critics argue that the responses remain binary and are influenced by the presence and location of the object. This study aims to address these criticisms by manipulating an object’s location through three alternative FB tasks, thereby enhancing the understanding of children’s reasoning strategies (reality, belief, or perceptual access reasoning) and offering a language skill-independent measure of ToM. This study involved 150 children aged 3–6 years who were administered standard and three alternative FB tasks along with a receptive vocabulary acquisition test. The findings revealed that children predominantly utilized reality reasoning, identifying the object’s location as the correct response. However, in a condition where the object was physically removed, the percentage of correct responses increased significantly, and the use of belief reasoning increased. While age and language skills were found to be directly correlated with FB performance, the object’s interference with belief reasoning in younger children was reduced. In light of these findings, the three alternative tasks are posited to offer a promising, more accurate measure of FB understanding, independent of the object’s presence and language skill. Full article