Search Results (376)

Background: In 2022, we adapted the World Health Organization Digital Adaptation Kit (DAK) for antenatal care (ANC) into the BornFyne digital health platform. Because ANC services in many facilities relied on fragmented paper-based guidance, the DAK represented the first exposure for many providers to a structured, comprehensive ANC guideline framework integrated into a digital system. Understanding providers’ motivation, capabilities, and readiness to adopt guideline-driven digital care was essential to inform implementation strategies. We therefore conducted a workshop to explore healthcare providers’ expectations, perceived challenges, and readiness to integrate a comprehensive digital ANC system into routine practice. Methods: A prospective mixed-methods pre–post implementation pilot workshop was conducted between June and August 2023 across four districts. The 5-h workshop targeted ANC providers and included exposure to the WHO ANC DAK and demonstration of its integration into the BornFyne platform. Survey tools assessed perceived knowledge, attitudes, perceived behavioural control, intention, and social norms using Likert scales. Constructs were mapped to the COM-B framework. Paired student’s t-tests assessed pre–post changes (p < 0.05), and Cohen’s d estimated effect sizes. Qualitative responses were thematically analysed. Results: Nineteen participants, including doctors, nurses, midwives, and data managers from public, private, and faith-based facilities, completed the surveys. Most participants were women (90%). Following the workshop, perceived knowledge of behaviour change and digital guideline use significantly increased (t(19) = 3.22, p = 0.004, d = 0.78). Although no statistically significant changes were observed in attitudes, perceived behavioural control, intentions, or social norms, descriptive trends suggested improved confidence and openness toward digital ANC systems. Qualitative findings identified increased knowledge as the most important outcome, with 80% of participants emphasizing its role in strengthening capability. Participants also reported greater confidence in integrating digital tools into routine care but highlighted contextual and motivational barriers as ongoing challenges. Acceptability was high: 90% expressed satisfaction, and all participants rated the workshop as useful, relevant, engaging, and worth their time. Conclusions: The workshop improved providers’ perceived knowledge and demonstrated high acceptability of DAK-aligned digital ANC systems. While changes in attitudes and behavioural control were not statistically significant, the findings support the feasibility of behaviour change-based digital ANC interventions. Addressing contextual and motivational barriers will be essential for sustained adoption in resource-limited settings. Full article

Twice-exceptional students on the autism spectrum (2eASD) are underrepresented and underserved in higher education, despite increasing postsecondary enrollment. To support their transition to university, a program was developed to support executive functioning and social communication. This study explored how participation in the program shaped students’ perceived experiences, relationships, and twice-exceptional identity over one academic year. The Talent Development Mega Model (TDMM) provided a framework to examine how talent and identity may evolve in this population. As part of a larger study, we used qualitative inquiry to analyze open-ended survey responses from 15 participants across the academic year. Students reported high satisfaction with the program, emphasizing the value of individualized staff support and engaging in a small, affirming community of those with a shared identity. Many described gaining a deeper understanding of twice-exceptionality and some increasingly identified with the twice-exceptional label. Participants also noted changes in navigating complex social situations and building new relationships. Findings underscore the need for more inclusive programming in higher education and offer directions for future research and practice. Full article

Background: Male nurses form a minority group in many healthcare institutions and can face gender-based stereotypes, patient refusal, gender role assignment, marginalization in the workplace, and questioning of their suitability for working in caring professions. This scoping review examines the literature on gender discrimination, psychological well-being, and adaptation in professional contexts among male nurses and male nursing students. Methods: This scoping review was performed according to the PRISMA-ScR guidelines. Searches were performed in Scopus and Web of Science databases and complemented with the use of pre-designed Google Scholar keyword searches. Included studies had a focus on male nurses, men in nursing, or male nursing students and were concerned with gender discrimination, stereotypes, discrimination, psychological well-being, emotional labor, professional identity, burnout, job satisfaction, adaptation, education, organizational support, or retention. Data were extracted and analyzed using narrative and thematic approaches. Results: Forty included studies were identified. Four major themes were revealed: (1) gender discrimination and stereotyping; (2) psychological and professional effects; (3) coping strategies and professional adaptation; and (4) organizational responses and support mechanisms. The included studies reported patient refusal, discomfort in intimate care, gendered role assignment, workplace marginalization, and masculinity-related stereotypes. These experiences were discussed in relation to emotional labor, identity conflict, reduced sense of belonging, burnout, job dissatisfaction, work engagement, and turnover intention. Conclusions: Gender discrimination against male nurses should be understood as both an interpersonal and organizational issue. Full article

To increase teaching effectiveness in the context of veterinary ultrasonography, we employed a flipped classroom combined with a mind mapping methodology for ultrasound use in animal husbandry education. A total of 61 students (experimental class, n = 30; control class, n = 31) participated in this study. Students in the experimental class prepared and presented group topics over a two-week pre-class period and subsequently engaged in question-and-answer sessions. Next, mind maps were generated with the assistance of AI tools, thus establishing a systematic knowledge framework. An in-class test (the Mann–Whitney U test) was administered after the lesson, and a 6-item questionnaire was designed to evaluate students’ levels of satisfaction. The combination of a flipped classroom with mind mapping was associated with a rightward shift in the score distribution, with more students in the experimental group scoring 90–100 (7 vs. 2). The Mann–Whitney U test revealed no statistically significant differences between the groups (U = 361.0, p = 0.135, r = 0.22), although the experimental group had a higher mean score (83.53 vs. 79.74). Most students endorsed the teaching model. The observed trends and positive student feedback from this preliminary assessment suggested that this approach may be a promising method for veterinary ultrasound education. Full article

Rural communities face persistent economic challenges, and universities increasingly serve as catalysts for regional entrepreneurial development. This study evaluates the RISE29 program, a consulting-based internship initiative placing interdisciplinary undergraduate teams as paid interns with small businesses in economically distressed counties of Eastern North Carolina, examining what students across disciplines learned. Drawing on Cope’s entrepreneurial learning framework as a sensitizing theoretical lens, the study asks: (1) What themes characterize the entrepreneurial learning experiences described by RISE29 interns across cohorts and disciplines? (2) How do reflective depth, student agency, and program satisfaction vary across cohort periods, disciplinary affiliations, and program structures? A multi-layered qualitative analysis of 158 written reflection papers submitted across ten cohorts (Spring 2019–Summer 2022) was integrated with deductive qualitative analysis guided by Cope’s entrepreneurial learning framework, constructivist grounded theory coding, reflexive thematic analysis, reflective depth coding, sentiment and tone analysis, and cross-group comparison. Seven themes emerged: communication as the central axis of learning; collaborative identity development; leadership identity formation; encounter with Eastern North Carolina’s rural communities; professional identity and career clarity; real-world learning and classroom transfer; and program satisfaction with constructive critique. All four dimensions of Cope’s framework were present across disciplines, and non-Business students, in several cases, demonstrated a high degree of analytical depth warranting further investigation. Reflective depth increased in cohorts using an expanded prompt, though overlapping structural changes across the study period preclude single-factor attribution. Place-based, consulting-driven experiential programs generate substantive entrepreneurial learning across disciplinary lines, though findings reflect students’ perceived learning rather than verified competency acquisition. These results support investment in client vetting, structured reflection, cross-disciplinary teaming, and in-person community engagement. Full article

Universities increasingly compete through value propositions, service processes, and communication ecosystems rather than through program supply alone. Yet evidence remains limited on how students’ perceptions of the educational marketing mix are associated with satisfaction in non-metropolitan higher education settings in Latin America. This study examines a private university branch campus in a Latin American emerging economy using a quantitative, cross-sectional, non-experimental design and a probabilistic stratified sample of 287 complete student responses. Educational marketing was operationalized as students’ perceived evaluation of the educational marketing mix—product, price, place, and promotion—whereas satisfaction was measured with SERVQUAL-informed, performance-oriented service-evaluation items. The findings show a strong positive association between the perceived educational marketing mix and student satisfaction, with promotional communication emerging as the most closely related dimension. Descriptively, both constructs were concentrated at intermediate levels, indicating an acceptable but non-distinctive institutional experience and pointing to service weaknesses in security, empathy, and responsiveness. The article contributes by problematizing the use of marketing-mix logic in higher education, clarifying that satisfaction is not a proxy for educational quality or belonging, and showing how perceived value communication and service delivery are connected with students’ satisfaction judgments in an emerging-economy context. Full article

This paper presents the design, implementation, and assessment approach of the Blended Intensive Program (BIP) “Towards Enhanced Pedestrian Safety”, developed under the Erasmus+ framework at the University of Beira Interior in collaboration with four partner universities from Slovenia, Poland, and Croatia. The study applies the EPIC framework (Embedded, Pluralistic, Internationalized, and Connected) to the design and evaluation of a short-term, hybrid, and international learning format in Civil Engineering, addressing a gap in the literature regarding the limited availability of structured and empirically grounded approaches for the design and assessment of Blended Intensive Programs in engineering education. The research presents an applied case study design in higher education supported by a mixed-methods approach, combining quantitative and qualitative data from a cohort of 25 participants across different academic levels. Data collection includes performance-based assessment (tests and project evaluation), structured surveys, and qualitative feedback. The program combined digital technologies, including GIS, machine learning, and video image analysis, with problem-based and collaborative learning in a hybrid format comprising 7 h online and 35 h in person. The BIP fostered both technical competences, such as road safety diagnosis and data-driven modelling, and transversal skills, including teamwork, communication, leadership, and intercultural competence. Results from student assessment and satisfaction surveys indicate high levels of engagement, motivation, and learning achievement. The findings provide empirical support for the applicability of the EPIC framework in the design and implementation of BIPs, demonstrating its adaptability to short-term, hybrid, and international learning contexts. The study highlights the pedagogical value of integrating international collaboration, digital tools, and active learning strategies, while aligning with SDG 3 (Good Health and Well-being) and SDG 11 (Sustainable Cities and Communities). Full article

Background: Physical exercise is key to good health, but during the transition to university, levels of physical activity often decline. In this context, resilience and emotional intelligence are important psychological resources that may support sustained participation in sport, while exercise-related emotional processes, including affective experiences such as enjoyment, boredom, and anger, may also influence engagement in physical activity. Objective: to analyze the relationship between adherence to sports-related physical activity and psychosocial variables such as resilience and emotional processes among university students. Methods: This systematic review followed the PRISMA guidelines and was registered in PROSPERO (CRD42025641102). The search was conducted in January 2025 in PubMed, Web of Science and Scopus. Quantitative and qualitative studies evaluating sporting engagement related to resilience or emotional components among university students were selected. Risk of bias was assessed using the Mixed Methods Appraisal Tool. Results: five studies with sample sizes ranging from 72 to over 48,000 participants were included. High levels of resilience were associated with more frequent participation in recreational activities and acted as a protective factor against academic stress. Enjoyment is the strongest predictor of behavioral and emotional commitment to sport. Conversely, boredom and negative emotions predict lower levels of future participation. Students with higher emotional responses coped better with psychological barriers and reported greater satisfaction with their performance, which ensures the habit is maintained. Conclusion: Resilience and emotional processes appear to be associated with physical activity engagement among university students. However, given the limited number of studies and their heterogeneity, these findings should be interpreted as preliminary and hypothesis-generating. The results suggest the potential relevance of fostering these psychological capacities as part of broader strategies aimed at reducing sedentary behavior and promoting mental wellbeing in university populations. Full article

Background: Pharmacy students in France complete an equivalent six-month full-time hospital placement during the fifth year of their university curriculum. At our school, it includes a clinical pharmacy within a medical ward, with daily supervision by a clinical pharmacist and a pharmacy resident. This training has been strengthened by the introduction of a workplace-based formative assessment conducted at the end of the clinical pharmacy rotation, alongside weekly clinical case discussions at the school, culminating in an end-of-year oral assessment. Objective: To assess the performance, determinants, and acceptability of this assessment model. Methods: We conducted a retrospective, single-center study over ten academic years (2013–2023). The evaluation combined three complementary components: the workplace-based clinical assessment based on real patient interactions, the case-based oral assessment, and students’ satisfaction. Results: Nearly one thousand students were included. Students’ performances remained stable over time. Higher scores were observed among students with prior clinical experience and those enrolled in hospital-focused training pathways. Student satisfaction was high, particularly in settings with direct pharmaceutical supervision, which was strongly associated with improved perceived learning, engagement, and supervision quality. Conclusions: Beyond performance measurement, this model appears to foster clinical reasoning, professional development, and student engagement, suggesting its relevance for competency-based pharmacy education. Full article

Background: The convergence of machine learning (ML), gamification, and critical thinking assessment within adaptive educational platforms has accelerated since 2020, driven by large language models (LLMs) and graph neural networks (GNNs). No prior systematic review has jointly addressed all three dimensions, and Central Asian educational contexts remain underrepresented. Methods: Following PRISMA 2020 guidelines, we searched Scopus (n  =  4396) and OpenAlex (n  =  4152) for publications from 2016 to 2026. Quality assessment used the Mixed Methods Appraisal Tool (MMAT 2018; threshold ≥  2), yielding 82 papers. Five research questions addressed ML personalization (RQ1), gamification and engagement (RQ2), critical thinking assessment tools (RQ3), recommendation algorithms (RQ4), and regional applicability in Kazakhstan and Central Asia (RQ5). Results: Transformer-based and GNN models dominate the recent literature (52% of corpus from 2025), with an accuracy of 91–97% for dropout prediction and learning path recommendation under single-institution conditions. Gamification studies report up to 90% student satisfaction; LLM-based critical thinking assessment shows promise but faces validity concerns. Thirteen papers address Central Asian contexts. Conclusions: Significant gaps persist: no integrated gamification–critical thinking framework exists, recommendation systems lack explainability, and Kazakh-language datasets are severely underrepresented. Future research should prioritize multilingual adaptive systems, explainable algorithms, and privacy-preserving federated learning for low-resource contexts. Full article

This study explored the relationship between technology acceptance and programming self-efficacy in the context of AI-supported programming learning, with learning engagement, reflective use, learning interest, and learning satisfaction acting as potential mediators. A total of 131 high school students participated in three weeks of AI agent-assisted programming learning and completed a questionnaire after the intervention. A cross-sectional, nonexperimental design was adopted, and PROCESS v5.0 Model 82 was used to examine multiple serial mediation effects. The results showed that technology acceptance did not have a significant direct effect on programming self-efficacy, whereas significant indirect effects were identified. Mediation analysis revealed that learning interest may play a critical mediating role in relation to programming self-efficacy. In addition, a significant serial mediating pathway was found through learning engagement and reflective use, indicating that technology acceptance was indirectly associated with programming self-efficacy through increased learning engagement and reflective use. These findings contribute to a deeper understanding of the mechanisms underlying the development of students’ programming self-efficacy in AI-supported programming learning and provide practical implications for the design and implementation of AI-assisted programming instruction. Full article

Universities increasingly rely on digital self-service channels to manage high volumes of time-sensitive admissions enquiries. AI enabled chatbots represent a prominent solution because they can provide round-the-clock responses, standardize guidance, and potentially reduce uncertainty for applicants. Yet evidence on whether such chatbots meaningfully assist students and improve their satisfaction with admissions support remains limited in many developing higher education contexts. This quantitative study evaluates the perceived effectiveness of AI chatbots used for university admissions in Pakistan, with a focus on student assistance and satisfaction as key outcomes. Using a cross-sectional survey design, data were collected from students who had recently engaged with university admissions information services (e.g., website chat widgets, messaging-based virtual assistants, and admissions enquiry portals) across private universities in Pakistan. Admissions chatbot effectiveness was measured through established information systems and service quality constructs system quality (ease of use, responsiveness, accessibility), information quality (accuracy, clarity, completeness), and service quality and trust cues (assurance, privacy confidence, and appropriateness of conversational support). Student assistance captured the extent to which chatbot interactions helped participants complete admissions related tasks and navigate application procedures. Student satisfaction reflected overall evaluation of the admissions support experience. The results indicate a positive association between perceived chatbot quality and perceived student assistance, and a further positive association between student assistance and student satisfaction with admissions support. The overall pattern suggests that student assistance functions as a key mechanism through which chatbot effectiveness translates into satisfaction. At the same time, respondents highlighted limitations in resolving complex or exception based queries, emphasizing the importance of transparent escalation to human admissions staff. The study contributes context specific evidence from Pakistan and offers an empirically grounded framework that university administrators can use to evaluate and improve admissions chatbots. Practical implications emphasize maintaining accurate knowledge bases, designing clear handoff pathways, and implementing governance practices that strengthen students’ confidence in information reliability and data privacy. Full article

Digital participation in higher education increasingly depends on flexible short-format learning designs that support engagement under varied access conditions. This study examines Moodle-supported microlearning through an extended Information Systems Success (IS-Success) framework and treats sustainable digital participation as an interpretive lens rather than a directly measured construct. The model analyzes how system quality, information quality, service quality, privacy and ethics, training readiness, engagement, and barriers/access relate to satisfaction, usage intention, and perceived learning outcomes. Data were collected through a bilingual Arabic–English questionnaire from 219 undergraduate students at the University of Kassala, Sudan, and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings show that system quality, information quality, service quality, and privacy and ethics were positively associated with satisfaction. Satisfaction, training readiness, and engagement positively predicted usage intention, whereas barriers/access negatively predicted usage intention. Satisfaction and usage intention were positively associated with perceived learning outcomes. The model showed acceptable explanatory and predictive power. The findings suggest that perceived microlearning success depends on platform quality, ethical confidence, learner readiness, engagement, and access conditions. The results should be interpreted as perception-based associations rather than evidence of causal effects, objective academic performance, or long-term educational sustainability. Full article

Automated coding style assessment tools are increasingly used in programming education; however, there is still limited understanding of how novice learners interact with and process the feedback they provide. To address this gap, this study presents a qualitative think-aloud investigation involving nine students from an introductory Python course. Using a purpose-built web-based tool, StyleLine, as a research instrument, we captured students’ real-time cognitive, behavioural, and affective responses to automated style feedback. The findings indicate a divergence between students’ positive self-reported perceptions and their observed behaviours during interaction with the tool. While questionnaire data suggested high satisfaction and usability, the qualitative analysis revealed several learning challenges, including a tendency toward non-iterative (“one-and-done”) revision, instances of task abandonment when encountering unclear feedback, and inconsistent transfer of learned concepts across tasks. This study contributes empirical insights into how novice learners engage with automated feedback and highlights the limitations of relying solely on self-reported measures. The findings also suggest that feedback designed for conciseness may increase cognitive processing demands for novices when insufficient scaffolding is provided. Overall, this study offers design implications for developing feedback systems that prioritise clarity and support novice learning more effectively. Full article

As South Korea positions itself as a competitive global education hub, understanding the determinants that attract and satisfy international students is critical. This study investigates the factors influencing the selection of South Korea as a higher education destination and examines the key predictors of international students’ satisfaction with their academic and social experiences within an integrated analytical framework that links destination choice and post-enrollment satisfaction. The study addresses two research questions: (1) What factors predict international students’ selection of South Korea as a higher education destination? and (2) What factors predict international students’ satisfaction in South Korea (academic and social experience)? Drawing on a quantitative, cross-sectional design, the study surveyed 231 international students across various South Korean higher education institutions. Key destination choice factors included safety, quality of education, scholarship availability, and cultural interest. Data were analyzed using SPSS version 29, with one-way ANOVA and binary logistic regression as the primary statistical methods. The ANOVA results indicate that these factors reflect primarily structural and institutional drivers of student mobility. Satisfaction predictors were assessed through logistic regression analysis, revealing that quality of education, facilities and resources, research opportunities, support services, cultural engagement, and exploration of Korea significantly influenced overall student satisfaction. Safety and living conditions emerged as the most influential reasons for destination choice, while language barriers and geographic proximity were less critical at the aggregate level, although variability across student groups suggests differential experiences. The study underscores the importance of tailored institutional support, culturally inclusive strategies, and expanded academic opportunities to enhance student satisfaction and retention, and highlights the divergence between factors that attract students and those that sustain their satisfaction. The findings offer evidence-based recommendations for policymakers and educational leaders aiming to strengthen South Korea’s global education appeal while addressing diverse international student needs. This research contributes to the broader discourse on international student mobility by highlighting the interplay between destination appeal and student satisfaction in a non-traditional host country and by addressing a gap in the literature where these two dimensions are often examined separately. Full article