Mencius’ philosophy on human education and its relationship with the education of Vietnamese youth today

This study evaluated attention, sensory processing, and social responsiveness and the relationship between these constructs among autistic and neurotypical adults. Participants included 24 autistic adults (17-30years) and 24 neurotypical peers who completed the Test of Everyday Attention, Adolescent/Adult Sensory Profile (AASP), and the Social Responsiveness Scale-2. Autistic individuals showed greater attention, sensory processing, and social responsiveness challenges compared to neurotypical peers. Using mediation models, we showed that the relationship between attention and social responsiveness was mediated by sensory processing, specifically the low registration and sensation-seeking AASP quadrants. The relationship between attention, sensory processing, and social responsiveness suggests that adults with greater attention issues may have greater sensory and social challenges. Specifically, having poor attention may lead to poor sensory processing skills which compound poor social responsiveness. Understanding the relationships between these domains is critical for developing effective interventions and support for autistic adults.

This article aims to explore and model the directions for shaping social responsibility in higher education institutions. The topic is of great relevance in the context of the digital era and structural transformations. The study examines the relationship between digital culture, digital knowledge, the level of digitalization, and the effectiveness of higher education institutions in fostering social responsibility. The research methodology employed a literature review and analysis of scientific studies and data. Based on the findings, a theoretical model was developed to illustrate the interconnection between digital culture, digital knowledge, the level of digitalization, and the quadrangle of responsibility: "Sociability – Economics – Ecology – Digitalization." The article proposes seven hypotheses that reflect the impact of digital culture, digital knowledge, and the level of digitalization on the formation of social responsibility in higher education institutions. The results of the study confirm that the development of digital culture, digital knowledge, and the level of digitalization are crucial factors in shaping social, economic, and ecological responsibility in higher education institutions. Universities that actively embrace digital technologies and cultivate a favorable digital culture contribute to the formation of socially responsible values among students and staff. Moreover, students equipped with digital skills and knowledge are better equipped to address economic challenges and make informed decisions considering social aspects. The application of digital technologies and intelligent ecological solutions also helps reduce the environmental impact of universities and raise environmental awareness among students. The practical significance of this article lies in its provision of concrete hypotheses and methodological approaches that can be applied by higher education institutions to implement social responsibility. The research findings can be valuable for universities and students interested in developing social and ecological values, as well as utilizing digital technologies to achieve these goals. The article contributes to the understanding of how digital culture, digital knowledge, and the level of digitalization play vital roles in shaping responsibility in higher education institutions. Overall, this article sheds light on the complex relationship between digitalization and social responsibility in the context of higher education. It offers valuable insights for researchers, policymakers, and practitioners seeking to foster social responsibility within educational institutions.

The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.

Entrepreneurship is widely recognized as a driver of innovation and economic growth, supported by nations globally. It is an efficient and effective activity leveraging available resources, driven by creativity and innovation, to achieve specific business outcomes. This involves producing and offering new and innovative products and services, aligning with market needs, while embracing risk and flexibility. However, the concepts of entrepreneurship have undergone significant changes in recent years. The world has been grappling with major environmental and social challenges over the past few decades. Despite technical, economic, and social advancements, these challenges persist and continue to have destructive impacts over time. Can entrepreneurship help address these grand challenges? Traditionally, entrepreneurship has been studied as a mechanism to stimulate economic development and create financial value. However, growing awareness of global social and environmental challenges has led many scholars to reconsider entrepreneurship, viewing it not merely as a profit-generating activity but as an effort that should also incorporate elements fostering social and environmental development. Accordingly, traditional entrepreneurship, focusing solely on economic profitability, is increasingly evolving into sustainable entrepreneurship, aiming to tackle social and environmental challenges in the digital age. The analysis of the role of sustainability in the digital age on new entrepreneurship is a significant topic that requires a more detailed and profound examination. This research has been conducted using a systematic review methodology. Initially, relevant articles were selected from four reputable databases: Science Direct, Scopus, Web of Science, and MPDI, using the keywords “sustainable entrepreneurship” and “digital entrepreneurship.” After several screening stages, including reviewing titles, abstracts, and content, a total of 42 articles from reputable journals ranked Q1 and Q2 were chosen as the final selected papers. Upon thorough examination of these articles, new entrepreneurship based on sustainability in the digital age was described. The conclusion drawn is that in new entrepreneurship, in addition to the economic sustainability emphasized in traditional entrepreneurship, it is essential to focus on two important aspects: environmental sustainability and social sustainability. Furthermore, it is suggested that digital transformation technologies should be utilized to accelerate the implementation of these sustainability aspects.

This paper aims to comprehend both the theoretical and practical aspects of studying society's digital transformation as a sustainable development goal within the context of global problems and challenges of modernity. The research objectives are as follows: 1) to review the role and significance of digital technologies in addressing the challenges posed by the pandemic and in achieving sustainable development; 2) to identify digital transformation as an innovative approach to solving the problems associated with sustainable development; 3) to analyze the issue of digital divide as a global economic and social challenge; 4) to develop guidelines for enhancing the efficiency of innovative digital transformation systems. Currently, numerous studies have explored the connection between digital technologies and sustainable development. Digital technologies such as smartphones, the Internet, artificial intelligence (AI), the Internet of Things, cloud computing, and others have the potential to contribute to the implementation of the SDGs.

 Changes in the technological, economic, and sociocultural environments have created the need for new approaches to teaching and research. Challenges that generate opportunities arise with the growth of technological influence and globalization, indicating the need for innovation to achieve strategic higher education goals in Ukraine. In the context of the university's educational ecosystem, which must meet the technological, social, and environmental challenges of the 21st century, it is possible to develop transversal skills that will help future professionals to learn flexibly, personally, and responsibly throughout their lives. A modern university responds to these challenges and builds social responsibility for the future. Future teachers in STEM education should assume such a responsibility to society. The purpose of this article is to analyze the impact of the university's educational ecosystem and digital technologies on the professional training of future STEM teachers; determine the features of this training; to clarify the definitions of "university educational ecosystem", "digital technologies". The article uses analysis, synthesis, comparison, and systematization to determine the impact of the university’s educational ecosystem and digital technologies on the professional training of future teachers in STEM education; clarification of definitions to understand these concepts in relation to our study; generalization as a way to solve the problem and draw conclusions. This study substantiates the relevance of professional training for teachers in STEM education using digital technologies and highlights their potential. The theoretical significance of this study is to clarify the concepts of "university educational ecosystem", "digital technologies", analysis of the features of professional training for future teachers in STEM education by means of digital technologies. Practical significance lies in the application of methods characteristic of one discipline to other fields of knowledge, which contributes to the effective professional training of future teachers of STEM education through interdisciplinary approaches. The conclusions of this article contribute to the development of professional training for future teachers in STEM education and deepen the theoretical foundation of STEM education in higher education, which will increase the competitiveness of specialists in the modern labor market.

Social media, network capabilities, and digital communication technologies are changing the nature of work for individuals in WIL programs; further challenging the connections between industries and universities in their efforts to ensure individuals are work ready. However, digital technologies have provided new resources to help individuals socialize into the workplace and develop new skills for meeting the challenges of the information age that will also impact on how they get a job, and then do that job. The current literature on WIL, organizational behavior, and remote working, provides a theoretical framework for identifying the key points on the transitions experienced by individuals through WIL using the prism of social media, digital technologies, and the changes in work culture through remote working. Key issues in relation to transition are illustrated using two examples: one French and the other Canadian. The French study examines the effects of social media and digital technologies on individuals in WIL programs in relation to developing work readiness skills and communicating with supervisors and coworkers. The Canadian example examines the challenges internship students face when their workplace is predicated on remote working. The impact of social media, digital and communication technologies present new challenges for fulfilling the objectives of WIL programs and ensuring students are ready for work now and in the future.

In the context of accelerated urbanization, sustainable development, and cultural heritage protection, fostering ethical conduct and social responsibility in architecture becomes essential for adequately addressing the challenges of contemporary society. The lack of effective integration of ethical and social principles in university education can limit the ability of future architects to make responsible decisions and respond to community needs. Research objective: To analyze the role of university education in developing architects’ social and moral responsibility, emphasizing the importance of the responsibility dimension in shaping students’ ethical and civic competencies. The study is based on an analysis of both local and international specialized literature and highlights the integration of ethical and social principles into the curriculum, as well as the role of professors in shaping moral conduct. The focus is on developing creativity, social responsibility, and the ability to make decisions that positively impact the community and the built environment. The results confirm that university education is a determining factor in strengthening the social and professional responsibility of architects, preparing them to face professional challenges within an ethical and responsible framework.

The article discusses theoretical and methodological foundations of managing a portfolio of “green” investments and implementing socially responsible management practices, with an emphasis on their role in promoting sustainable development. The activities of JSC “DTEK Odessa Electric Grids” were analyzed, and its compliance with the principles of environmental, social and managerial responsibility was assessed. Key findings show that integrating ESG criteria into investment decisions and corporate strategies not only improves financial performance, but also contributes to environmental sustainability and social well-being. Practical recommendations include the implementation of global best practices, such as “green” bonds, ESG-based investment screening, and community-oriented initiatives to strengthen the company’s socially responsible management system. The modern global economy increasingly prioritizes sustainable development, environmental protection and social responsibility, driven by challenges such as climate change, resource depletion and social inequality. In this context, green investments and socially responsible governance have become critical tools for achieving balanced economic growth and addressing environmental and social challenges. The article examines the growing importance of “green” investments in achieving the Sustainable development goals, focusing on their potential to reduce greenhouse gas emissions, optimize resource use, and improve waste management. It also examines the challenges faced by Ukrainian businesses, including regulatory gaps, underdeveloped markets, and limited awareness of international standards. By addressing these barriers, companies can align their operations with global trends and attract investments that support low-carbon and climate-resilient infrastructure. The study highlights the growing importance of green investments in achieving the Sustainable development goals.

Gaming has the potential to support the development of young people’s capabilities in social responsibility (SR) and, at the same time, represents a threat of developing undesired behaviour patterns. Successful integration of gaming in the lives of young people requires a systemic approach, which, to the best of our knowledge, hasn’t been provided in the literature. We provide insight into this issue. In this paper, multiple methods are used. To elaborate the backgrounds on the gaming’s effects and social behaviour, the literature is analysed. To assess the state-of-the art of young people characteristics, their pressing social challenges and gaming evaluation reports are analysed. The synthesis is provided and placed in the context with social responsibility properties using system dynamics. Gaming concepts, appropriate for education for SR, and relationships between young people’s challenges and the players in the gaming environment in SR terms are proposed. Currently, the loop of games development is negatively propelled by the short-term games demand. We propose effective feedback loops, linking young people and their social environment, using a SR tool set to provide demands to the game providers. The experience will support the games developers to design socially constructive games, aiming to develop the desired skills and competencies in social transformation processes of young people toward SR. The proposed model provides merely an overview model, designed by the literature review and state-of-the-art analysis. To fully understand the games’ effects on young people, a more detailed analysis is required.

The relevance of the article. Branding and image play a key role for libraries, which in the XXI century have transformed from traditional repositories of knowledge into modern information and cultural centers. Thanks to the introduction of technological innovations and adaptation to new social challenges, libraries have become important institutions that provide access to knowledge, support education, promote social integration and actively involve communities in modern life. Today, the library brand is the main communication tool that not only represents its “face” and distinguishes it from others, but also forms the desired image of the organization, evoking positive emotions in users. The positive perception of the library, user loyalty and popularity of its services depend on the quality of the brand. To maintain competitiveness and attract new audiences, libraries must adapt to modern realities and actively apply innovative approaches to branding and image formation. The purpose of the article is to study new trends in branding and image formation of library institutions in Ukraine, which arise in response to changes in the information society, social challenges that have arisen with the beginning of the full-scale Russian invasion into Ukraine, the development of digital technologies and the shift in emphasis in user needs. The methodology. To achieve the set goal, literature analysis was used (review of scientific papers and publications related to library branding); comparative analysis (comparison of library branding practices in Ukraine and abroad); case studies (study of successful examples of the implementation of new approaches in library branding). The results. In the 2020s Ukrainian libraries continue to adapt to new realities and challenges, introducing new trends in their branding. These changes occur in the context of both global trends and specific Ukrainian needs, especially against the backdrop of socio-political challenges. The Russian-Ukrainian war significantly changed the mission of libraries, which have become important centers of support for the population, preservation of national memory and counteraction to information threats. Libraries integrate patriotic values into their brand, strengthening their role as defenders of national identity. Libraries are actively implementing media literacy programs to help users distinguish fake news from reality, strengthening their image in the fight against information aggression. In addition, libraries play an important role in supporting local communities, providing a safe space for communication and organizing volunteer initiatives. This increases their significance in the social infrastructure and forms a positive image through concrete actions for the benefit of the community. Libraries are becoming centers for preserving materials about the war and heroes, which helps to form collective memory. The scientific novelty of the article lies in the comprehensive approach to the analysis of modern trends in the branding of libraries in Ukraine. The study focuses on the influence of new technologies, social media and inclusivity on the formation of the image of libraries. In addition, the article offers new concepts for adapting libraries to modern conditions. The practical significance. The materials and conclusions of the study can be used to develop the branding and image of library institutions. Conclusions. In the conditions of the Russian-Ukrainian war, Ukrainian libraries are transforming, performing new functions of supporting the population and countering information aggression. The changes have opened up new opportunities for the mission and branding of libraries: reformatting and adapting the mission; digitalization; countering disinformation; social support; preserving historical memory, preparing for restoration.

Digital technologies have increased worldwide in the last years. In addition, the pandemic has strengthened digital technologies’ roles in education, requiring twenty-first-century skills, such as digital competence, and indicating a new normal. Digitalisation in education creates opportunities that could lead to positive effects if digital technologies are applied correctly. However, applying digital technologies can incorrectly trigger a negative development – for example, increasing workload due to nonfriendly user interfaces in software and reducing the motivation to apply digital technologies in education due to a lack of digital competence. Teachers require access to digital technologies and digital competence related to educational issues that influence equality within and among K–12 schools, thus making school leaders’ roles crucial in digitalising education. Three group interviews and a survey were used to collect the data in a network of three municipalities in Sweden. The data have been categorised and analysed with thematic analysis. The results show that school leaders describe the digitalisation process in the form of digital competence for teachers, access to hardware and software, and a shared culture. School leaders explain that clear guidelines, collaboration between teachers, and enough time enable digitalisation in education. However, the lack of support and the lack of resources constrain digitalisation in education. At the same time, school leaders do not often discuss their own digital competence. The school leaders’ roles in the digitalisation of K–12 schools are important, requiring digital competence for leading the digitalisation process.

The article studies the peculiarities of formation and implementation of the state agrarian policy in modern Ukraine. The essence and concept of the state agrarian policy as a strategic course of state regulation of the agro-industrial complex are analyzed. The principles, directions and tools for implementing such a policy are considered. Particular attention is paid to the historical stages of development of agricultural policy in Ukraine - from the Soviet period to the present. The author analyzes the impact of market transformations and European integration processes on the evolution of state agricultural policy. The peculiarities of the formation of the modern model of state agricultural policy under the influence of global and national challenges - climate change, technological and social challenges, economic and geopolitical instability, Russian aggression against Ukraine - are investigated. The author formulates priority areas for improving state support for the agrarian sector of the economy under martial law, such as food security, infrastructure reconstruction, compensation for losses of producers, etc. The article also emphasizes that agrarian policy is an important type of state policy, as it concerns the strategic sector of the country's economy - the agro-industrial complex. The level of food security of the state directly depends on the efficiency of the formation and implementation of the state agricultural policy. The author emphasizes that the peculiarities of the formation and implementation of the State agricultural policy are influenced by both internal factors (historical context, sectoral specifics) and global challenges (climate change, technological development, international competition). This requires a comprehensive approach and consideration of national interests. The author analyzes the priority directions and instruments for the formation and implementation of the State agricultural policy in the context of modern challenges, in particular, Russian military aggression. It is emphasized that under such conditions the State agricultural policy should be flexible and adaptive, capable of rapid transformation, taking into account the needs of the industry. Thus, the article comprehensively analyzes the relationship between current global and national challenges and the specifics of the formation of the State agricultural policy, and identifies the priority areas for improving its strategies and instruments in the context of crises and conflicts.

The Qur'ān as the holy book of Muslims has a significant role in shaping the social fabric of society. This study aims to explore the relationship between the Qur'ān and social change, focusing on how Qur'ānic teachings influence social transformation in various aspects of life. This research uses a qualitative method with a thematic interpretation approach that collects relevant verses to explore the relationship between the Qur'an and social change. The primary data sources are Qur'anic verses that explicitly or implicitly discuss concepts related to social change. The Qur'anic verses were selected based on their relevance to themes such as justice, collective responsibility, social care. The results show that the Qur'an provides a strong ethical foundation for sustainable and equitable social change. Concepts such as amar ma'ruf nahi munkar, social justice and collective responsibility are seen as key drivers in driving positive change in society. In addition, the Qur'an emphasizes the importance of education, tolerance and dialogue between communities as key pillars in dealing with social challenges. These teachings are relevant to apply in the modern context, where society continues to evolve with the challenges of globalization, moral crisis and inequality. This study concludes that the Qur'an is not only a spiritual guide, but also a practical guide in creating constructive social change. Thus, a deep understanding of the teachings of the Qur'an is needed so that Muslims can actively contribute to an equitable and inclusive social transformation process. This research is expected to enrich the academic discourse on the role of religion in social change and offer new insights into the relevance of the Qur'an in the contemporary socio-cultural context.

Job Roles of the 2025 Medical Educator.