Search Results (360)

Background: Brain health is a growing public health priority due to the high global burden of neurological and mental disorders. Promoting brain health across the lifespan supports individual and societal well-being, creativity, and productivity. Objective: To address the need for specialized education in this field, the University of Bern developed a Certificate of Advanced Studies (CAS) in Brain Health. This article outlines the program’s rationale, structure, and goals. Program Description: The one-year, 15 ECTS-credit program is primarily online and consists of four modules: (1) Introduction to Brain Health, (2) Brain Disorders, (3) Risk Factors, Protective Factors and Interventions, and (4) Brain Health Implementation. It offers a multidisciplinary, interprofessional, life-course approach, integrating theory with practice through case studies and interactive sessions. Designed for healthcare and allied professionals, the CAS equips participants with skills to promote brain health in clinical, research, and public health contexts. Given the shortage of trained professionals in Europe and globally, the program seeks to build a new generation of brain health advocates. It aims to inspire action and initiatives that support the prevention, early detection, and management of brain disorders. Conclusions: The CAS in Brain Health is an innovative educational response to a pressing global need. By fostering interdisciplinary expertise and practical skills, it enhances professional development and supports improved brain health outcomes at individual and population levels. Full article

Over the past two decades, rising concerns about teacher stress and professional sustainability have fueled the development of instruments assessing teacher resilience. This review aims to map the existing resilience assessment tools specifically designed for educators, evaluating their theoretical frameworks, psychometric soundness, and contextual relevance. Twelve instruments were analyzed through an extensive literature review of peer-reviewed studies published over the past twenty years, including general, preservice, EFL, and teacher-specific scales for special education. Findings reveal a progression from early instruments emphasizing intrapersonal traits to current tools incorporating ecological and contextual dimensions. While several scales demonstrate satisfactory reliability and cross-cultural applicability, many still suffer from conceptual limitations, insufficient cultural adaptation, or marginal psychometric robustness. This review concludes that despite significant advances, future research must prioritize culturally grounded frameworks, broader subgroup validation, and advanced psychometric methodologies to ensure accurate, inclusive, and practical assessments of teacher resilience across diverse educational settings. Full article

Paraprofessionals play a crucial role in supporting both teachers and students within a classroom, even though the specifics of their duties vary. While their responsibilities involve supporting student achievement, research has shed light that many paraprofessionals feel unprepared for their responsibilities in the classroom. This study aimed to address a gap in the existing literature by exploring how a professional development program that mirrors the trainings special education teachers receive would impact paraprofessionals and help them feel more prepared for their responsibilities in the classroom. Employing a generic qualitative methodology, this study sought to capture the experiences of 43 paraprofessionals. Data collection involved an online open-ended questionnaire at the start and conclusion of the school year. The study’s outcomes revealed five patterns in the data: (a) paraprofessionals struggled with collaborating with classroom teams at the start of the school year, (b) paraprofessionals struggled with managing student behavior at the start of the school year, (c) professional development was helpful to most of the paraprofessionals, (d) professional development led to better preparedness to address challenging behavior, and (e) professional development led to better preparedness to address the instructional needs of students with disabilities. Following a thorough analysis and synthesis, these patterns were condensed into two general themes: the importance of professional development for paraprofessionals and the importance of presenting the professional development that teachers receive on a continuous basis to paraprofessionals as well. These findings are significant for school leaders and educators, as they highlight the importance of providing professional development to paraprofessionals while supporting students with disabilities. Full article

This study explores the potential of craft-based activities in the context of special education, focusing on a papier mâché sculpting workshop implemented at the Special Kindergarten of Komotini, Greece, as part of the Horizon Europe Craeft project. The initiative aimed to assess how such creative activities could enhance the learning experience of children with intellectual and motor impairments, foster socialization, and develop fine motor skills. With reference to literature in art therapy, craft education, and inclusive pedagogy, the study applied a mixed-methods approach combining observation, visual analysis, and a survey. The findings indicate that, despite varied levels of participation based on individual needs, all students engaged meaningfully with the materials and activities. School professionals observed increased student engagement, emotional comfort, and communication, while also identifying the activity as well adapted and replicable in similar contexts. The results highlight the value of crafts in special education, not only as a sensory and cognitive stimulus but also as a means of fostering inclusion and self-expression. The study concludes with a call for further research into the role of tactile materials and hand gestures in relation to specific impairments. Full article

Inclusive education emphasizes the right of all students, including those with special educational needs and disabilities (SEND), to access equitable learning opportunities in mainstream classrooms. This study presents the implementation and evaluation of a school-based intervention within the BATTIE (Bottleneck Analysis and Teacher Trainings for Inclusive Education) project in Greece, aiming to enhance inclusion through differentiated instruction (DI) and a whole school approach. The intervention was conducted across 26 schools and involved 116 educators and 130 students with SEND. A qualitative methodology was employed, utilizing structured classroom observations, field notes, and semi-structured interviews with teachers. The data were thematically analyzed using NVivo 11. Findings indicated notable improvements in student engagement, academic participation, and classroom collaboration, especially among students with SEND. Teachers reported enhanced professional confidence, better understanding of inclusive strategies, and improved collaboration with special education staff. However, limitations in interdisciplinary cooperation—particularly with school psychologists—were identified. This study concludes that sustained professional development, school-wide collaboration, and differentiated instruction are essential for fostering inclusive practices. It underscores the potential of structured, whole school interventions to improve learning environments for diverse student populations and provides insights for educational policy and practice reform. Full article

Throughout the generations, traditional academic writing skills development has taught students in socio-human programs to express their knowledge and thoughts with an evidence-based foundation, helping them make a special connection with their professional fields. However, a lack of digital learning and writing resources in this process has been identified. This study of the social work field connects digital academic writing, social protection functionality, and research innovations, identifying and exploring open-access (OA) educational and social resources for social work higher education (SWHE). Applying content analyses to online documents and websites, we identified key terms characteristic of social work, following a standard approach on formulating research questions, identifying categories, creating a code book, sampling, and measuring information. The research questions were as follows: How is digital academic writing being developed in social work education programs in Romanian universities? Where do researchers, students, teachers, and professionals gather OA digital information and data for academic innovation? What kind of OA information and data are contained in websites for academic writing? We also used OA socio-educational resource analysis to derive digital, evidence-based, and academic writing codes. The frequencies of these elements in documents and websites were examined. Professional samples of four OA documents and five academic and non-academic Romanian websites with extensions were processed. Furthermore, information from a non-academic official website concerning social protection functionality was observed, identified, and measured. We concluded that academic writing is not included as an independent course in the curricula of Romanian social work programs at universities; this topic is rarely researched. Digital and evidence-based education is also a marginalized topic in socio-human scientific resources. OA information, laws, reports, and statistics were identified. Information on scientific research, academic–non-academic partnerships, descriptions of good practices, and human resources information was lacking. In conclusion, this study contributes to increasing productivity and developing digital academic skills in social work education and research. Full article

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has been widely recognized in international policy and research, its practical implementation is still under investigation, particularly within the Greek primary education system. This study investigates (a) Greek primary school teachers’ perspectives, focusing on their attitudes, knowledge, challenges, and perceived needs in Inclusive Education for SEN students and (b) research trends relating to these perspectives, focusing on publication trends and methodological characteristics, through a systematic literature review using the PRISMA methodology. The analysis revealed a shift in Greek primary teachers’ attitudes towards Inclusive Education for SEN students, trending towards neutral or negative responses, alongside limited knowledge, various challenges, and an absence of targeted support mechanisms. The analysis also highlighted chronological gaps between the identified studies in international journals and a variability in methodological approaches and sample characteristics. These insights point to a pressing need for further targeted and ongoing research on Greek primary teachers’ perspectives and professional development initiatives to enable effective and inclusive practices for SEN students in Greek primary education. Full article

Background/Objectives: Childhood cancer leads to significant physical, cognitive, and psychosocial consequences that adversely affect the development and quality of life. Occupational Therapy (OT) has the potential to mitigate these effects. However, its integration into pediatric oncology care in Spain remains limited and underexplored. This study aims to examine the availability, characteristics, and perceived impact of OT services within pediatric oncology units across Spain and to identify key barriers to their implementation. Methods: A descriptive, cross-sectional study using a mixed-methods approach was conducted. An online questionnaire was distributed to healthcare professionals working in pediatric oncology units nationwide. Quantitative data were analyzed using descriptive statistics, Fisher’s exact test, and odds ratios with 95% confidence intervals to explore associations. Effect sizes were calculated using Cramér’s V where applicable. Qualitative responses underwent inductive thematic analysis. Results: A total of 42 hospital centers from 12 autonomous communities participated. Only 16 reported having OT services in pediatric oncology, with notable regional disparities. A significant proportion of respondents were unaware of the integration of OT in their institutions. Identified barriers included lack of resources, insufficient specialized training, and limited institutional recognition of OT. Nonetheless, professionals familiar with OT interventions reported positive outcomes, particularly in improving patients’ functional autonomy, emotional well-being, and social participation. Conclusions: OT remains insufficiently integrated into pediatric oncology care in Spain. To optimize the quality of care, it is essential to address educational, structural, and institutional challenges and promote OT as a key component of multidisciplinary teams. Full article

Resin-based restorative materials are widely used for direct dental restorations due to their versatility and esthetic appeal. However, selecting the most appropriate material involves multifactorial considerations, including clinical demands, practitioner preferences, and professional background. This pilot study aimed to investigate the factors influencing the selection of resin-based restorative materials among dental clinicians at the National and Kapodistrian University of Athens. A structured questionnaire comprising 23 closed-ended and 5 open-ended items was administered to 87 clinicians between October 2023 and January 2025. The survey assessed material preferences for anterior and posterior restorations, along with demographic, economic, and environmental influences. Data were analyzed using descriptive statistics, Spearman correlations, and Mann–Whitney U tests (SPSS v29). Findings revealed that clinicians with over five years of experience demonstrated significantly greater knowledge of material composition (r = 0.230) and shelf life (r = 0.223). These practitioners favored specialized materials, whereas those with less experience emphasized anatomical and esthetic attributes. For posterior restorations, 75.9% of respondents preferred packable composites. Involvement in procurement processes correlated positively with familiarity with ISO specifications (r = 0.254). While environmental concerns were noted, they were generally secondary, with gender-based differences observed in prioritization. These results underline the importance of targeted continuing education to enhance evidence-based material selection in restorative dentistry. Full article

Teaching of embedded systems, including communication protocols such as SMBus, is commonly faced with difficulties providing the students with interactive and personalized, practical learning experiences. To overcome these shortcomings, this report presents a new conceptual framework that exploits generative artificial intelligence (GenAI) via customized DV-GPT. Coupled with prepromises techniques, DV-GPT offers timely targeted support to students and engineers who are studying SMBus protocol design and verification. In contrast to traditional learning, this AI-based tool dynamically adjusts feedback based on the users’ activities, providing greater insight into challenging concepts, including timing synchronization, multi-master arbitration, and error handling. The framework also incorporates the industry de facto standard UVM practices, which helps narrow the gap between education and the professional world. We quantitatively compare with a baseline GPT-4 and show significant improvement in accuracy, specificity, and user satisfaction. The effectiveness and feasibility of the proposed GenAI-enhanced educational approach have been empirically validated through the use of structured student feedback, expert judgment, and statistical analysis. The contribution of this research is a scalable, flexible, interactive model for enhancing embedded systems education that also illustrates how GenAI technologies could find applicability within specialized educational environments. Full article

Background/Objectives: Weight gain is frequently observed during and following breast cancer therapy. Women with overweight/obesity have poorer breast cancer prognoses and are more likely to develop comorbidities. The present study describes the development and qualitative assessment of the acceptability of the NutriLife study, a lifestyle weight management intervention with dietetic counseling and digital tools for breast cancer survivors (BCSs). Methods: The intervention was developed using the Medical Research Council (MRC) framework, informed by a systematic literature review and stakeholder input. Acceptability was assessed using the Theoretical Framework of Acceptability (TFA). A total of 22 BCSs with overweight/obesity participated in focus groups, and 5 dietitians/nutritionists specializing in breast cancer in Greece participated in semi-structured interviews. The data were further analyzed using thematic analysis. Results: Stakeholders assessed the intervention as acceptable across all TFA constructs. The intervention was characterized as supportive, easily adaptable, time-efficient, well-organized, beneficial, and professionally driven, with potential barriers including limited personal time, inadequate digital literacy, insufficient self-care, and lack of commitment. Gradually increasing goals may be helpful and less stressful, while educational resources enhance focus on these objectives, thus encouraging intervention participation. Ensuring confidentiality was perceived as central to promoting health. Conclusions: The evidence-based, co-participatory design of the NutriLife intervention was perceived as acceptable by the participating stakeholders and will be pilot-tested in a randomized controlled trial. Full article

The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes. Full article

The application of soft computing techniques, with a special emphasis on fuzzy logic, represents a modern approach to analyzing complex educational data. This paper explores the possibilities of applying soft computing to identify and interpret factors that influence the motivation and educational achievement of students in academic and professional studies, with special reference to the differences between these two groups of students in experienced subjects. Fuzzy logic enables more detailed processing of educational parameters that are subject to subjective interpretations and are often not clearly defined. By using this approach, decision support systems are developed that facilitate the understanding of students’ motivational patterns, their preferences, and challenges in mastering different types of content. Analyzing educational data seeks to identify relevant motivational factors that can contribute to shaping more effective and personalized teaching strategies. The goal of the work is to improve the quality of the educational process through the integration of soft computing methods, to raise the level of engagement and success of students in various fields of study. Full article

Background: The provision of education, health, and social care for children with special educational needs and disabilities (SEND) in England has long been criticised for its inequities and chronic underfunding. These systemic issues were further exacerbated by the onset of the COVID-19 pandemic and the accompanying restrictions, which disrupted essential services and resulted in widespread unmet needs and infringements on the rights of many children with SEND. This study aimed to use a three-phase consensus-building approach with 1353 participants across five stakeholder groups to collaboratively develop evidence-informed priorities for policy and practice. The priorities sought to help address the longstanding disparities and respond to the intensified challenges brought about by the pandemic. Methods: A total of 55 children with SEND (aged 5–16), 893 parents/carers, and 307 professionals working in SEND-related services participated in the first phase through online surveys. This was followed by semi-structured interviews with four children and young people, ten parents/carers, and 15 professionals, allowing for deeper exploration of lived experiences and priorities. The data were analysed, synthesised, and structured into five overarching areas of priority. These were subsequently discussed and refined in a series of activity-based group workshops involving 20 children with SEND, 11 parents/carers, and 38 professionals. Results and Conclusions: The consensus-building process led to the identification of key priorities for both pandemic response and longer-term recovery, highlighting the responsibilities of central Government and statutory services to consider and meet the needs of children with SEND. These priorities are framed within a children’s rights context and considered against the rights and duties set out in the United Nations Convention on the Rights of the Child (1989). Priorities include protecting and promoting children with SEND’s rights to (1) play, socialise, and be part of a community, (2) receive support for their social and emotional wellbeing and mental health, (3) feel safe, belong, and learn in school, (4) “access health and social care services and therapies”, and (5) receive support for their parents/carers and families. Together, they highlight the urgent need for structural reform to ensure that children with SEND receive the support they are entitled to—not only in times of crisis but as a matter of routine practice and policy. Full article

The increasing flexibility and rapid, profound changes in the labor market require employability skills from graduates, dem1anding greater attention from higher education institutions to training opportunities that foster the development of these skills among their students. Using a sample of 373 first-year engineering students, this study analyzed, through regression analysis, the impact of sociodemographic (gender, age), academic (work, program choice, average grade), and psychological (life satisfaction, perseverance of effort, consistency of interests) variables on students’ confidence in achieving their professional career project after completing their degree. The results indicate that women and younger students show lower levels of confidence in achieving their future vocational projects, as do students with lower academic performance and those with less consistency in their interests. These findings suggest the need for specialized support services for students, starting from the first year, in career development provided by higher education institutions. Full article