Academic Curriculum Research Articles

سلوكيات البحث عن المعلومات والمعرفة: مراجعة علمية

This study aimed to provide an analytical review of 15 studies on knowledge seeking behaviors. This study aims; to explore information and knowledge seeking behaviors, analyze the different perspectives on this topic, understand the main trends in information and knowledge seeking that were focused on, and identify the main findings and conclusions reached by these studies. The importance of this study lies in the need for a deeper understanding of information and knowledge seeking behaviors. This study was conducted based on the descriptive analytical approach and the use of content analysis as a tool. It reached several conclusions that weak research skills are a major challenge affecting the quality of scientific research, which calls for curriculum development and training workshops to improve these skills. Social, psychological and economic factors also play a role in hindering the search for knowledge, while the shift towards the digital environment has allowed for faster access to information, but it also revealed the need to train researchers to use digital tools effectively. Digital libraries need continuous improvement to meet the needs of users. Academic curricula should focus on linking theoretical knowledge to practical applications. The study recommended studies on the relationship between group dynamics and individual research behaviors, as well as analyzing and comparing research behaviors between different communities. As well as analyzing the impact of digital research systems on researchers' interaction with knowledge compared to traditional systems, designing new evaluation metrics to measure the effectiveness and quality of research behaviors. And analyzing how research behavior integrates with knowledge-sharing behavior to enhance the research environment.

Summer Research Internship Curriculum to Promote Self-Efficacy, Researcher Identity, and Peer-to-Peer Learning: Retrospective Cohort Study.

Common barriers to students' persistence in research include experiencing feelings of exclusion and a lack of belonging, difficulties developing a robust researcher identity, perceptions of racial and social stigma directed toward them, and perceived gaps in research skills, which are particularly pronounced among trainees from groups traditionally underrepresented in research. To address these known barriers, summer research programs have been shown to increase the participation and retention of undergraduate students in research. However, previous programs have focused predominantly on technical knowledge and skills, without integrating an academic enrichment curriculum that promotes professional development by improving students' academic and research communication skills. This retrospective pre-then-post study aimed to evaluate changes in self-reported ratings of research abilities among a cohort of undergraduate students who participated in a summer research program. The Human BioMolecular Atlas Program (HuBMAP) piloted the implementation of a web-based academic enrichment curriculum for the Summer 2023 Research Internship cohort, which was comprised of students from groups underrepresented in biomedical artificial intelligence research. HuBMAP, a 400-member research consortium funded by the Common Fund at the National Institutes of Health, offered a 10-week summer research internship that included an academic enrichment curriculum delivered synchronously via the web to all students across multiple sites. The curriculum is intended to support intern self-efficacy, researcher identity development, and peer-to-peer learning. At the end of the internship, students were invited to participate in a web-based survey in which they were asked to rate their academic and research abilities before the internship and as a result of the internship using a modified Entering Research Learning Assessment instrument. Wilcoxon matched-pairs signed rank test was performed to assess the difference in the mean scores per respondent before and after participating in the internship. A total of 14 of the 22 undergraduate students who participated in the internship responded to the survey. The results of the retrospective pre-then-post survey indicated that there was a significant increase in students' self-rated research abilities, evidenced by a significant improvement in the mean scores of the respondents when comparing reported skills self-assessment before and after the internship (improvement: median 1.09, IQR 0.88-1.65; W=52.5, P<.001). After participating in the HuBMAP web-based academic enrichment curriculum, students' self-reported research abilities, including their confidence, their communication and collaboration skills, their self-efficacy in research, and their abilities to set research career goals, increased. Summer internship programs can incorporate an academic enrichment curriculum with small-group peer learning in addition to a laboratory-based experience to facilitate increased student engagement, self-efficacy, and a sense of belonging in the research community. Future research should investigate the impact of academic enrichment curricula and peer mentoring on the long-term retention of students in biomedical research careers, particularly retention of students underrepresented in biomedical fields.

Financial inclusion, entrepreneurial activity and the moderating role of human capital: new cross-country evidence

PurposeThis study aims to reexamine the moderating role of human capital on the effect of extended financial inclusion (FI) for entrepreneurship, using data from the Global Entrepreneurship Monitor for a sample of 42 countries from 2006 to 2017.Design/methodology/approachThis study distinguished between actual and perceived human capital. Actual human capital was measured through formal education while perceived human capital was captured by self-perceived capabilities for business start-ups. The moderating role of human capital was captured by the interaction terms between FI and human capital to investigate how the effects of FI on entrepreneurship vary with levels of human capital. The estimation used the panel-corrected standard error estimators and the two-step system generalized method of moments estimators.FindingsHigher levels of formal education decrease the positive effect of extended FI on entrepreneurial activities. Individuals with high levels of self-capability do not leverage FI for entrepreneurial activities as much as those with lower levels of perceived capability. The results are robust to different estimation methods and different forms of actual human capital.Research limitations/implicationsBoth financial and human capital matter for new business formation worldwide. The findings suggest that FI policies must account for the decreasing effect in response to high levels of human capital. Future research should explore different measures of entrepreneurial performance, various types of entrepreneurship and entrepreneurship across gender groups to gain deeper insights into strategies for promoting entrepreneurship.Practical implicationsEducation strategies should focus on specific types of education, such as entrepreneurship education with financial literacy, rather than traditional academic curriculum, to foster entrepreneurship knowledge, skills and creativity. Likewise, entrepreneurship support schemes should aim to nurture and share appropriate levels of self-efficacy, avoiding excessively high self-efficacy, which is deleterious to the benefits of FI for entrepreneurial activities.Originality/valueThis study offers novel evidence of the decreasing effects of FI on entrepreneurial activities in response to increased actual and perceived human capital.

From Supremacy to Inclusiveness: A Transformation Model to Guide a Mainly White University to Become a Latine Research Serving Institution

There is an indication that Western, Educated, Industrialized, Rich, and Democratic (WEIRD) concepts dominate the discourse regarding what research and knowledge should be about, not including all that is known about all people. These conceptions about research and knowledge are problematic since they perpetuate Western societies' ideas that undermine diversity, inclusion, and the development of critical thinking within academic spaces. We developed a decolonization model to engage a midsized university in the decolonization of all aspects of academia that include students, curriculum, faculty, administration, and the community. The model uses the work of Enriquez (1994), Martin-Baro and Laenui (2000) as a framework to decolonize academic curriculums—integrating the liberation psychology wheel to move policies and the strategic plan in the journey toward a decolonized Latine Research Serving Institutions.

Modern Mazu Paintings: Idealized Analysis and Educational Literacy from the Perspective of Intangible Cultural Heritage Protection

This study investigates traditional Mazu paintings’ history, development, and current status, focusing on their idealized aesthetic analysis and potential for modernization within the framework of intangible cultural heritage protection. Employing developmental research methods, including aesthetic theory, literature review, and field investigation, the research presents its findings through artistic works and descriptive analysis. The results reveal that Mazu culture, with its profound historical roots, is deeply embodied in Mazu paintings, which serve as vital carriers of this cultural tradition. As societal contexts evolve, Mazu has transcended her role as a sea goddess to become a symbol of traditional Chinese customs and heritage. However, existing approaches to Mazu paintings need to address the goddess’s aesthetic ideals and the new social and educational roles attributed to her. This study underscores the necessity of modernizing Mazu painting practices to align with contemporary aesthetics and educational needs. It further explores how integrating modern Mazu painting creation into academic curricula can foster student engagement with this art form, ensuring its inheritance and innovative development. By emphasizing government and academic collaboration, the study provides valuable insights into the dissemination and educational promotion of Mazu’s intangible cultural heritage in modern society.

Education as a Moral Compass: Ethical Lessons from Mr. Chips’ Life and Career

This study investigates the role of education as a moral compass through the “Model lessons” proposed by the novel, “Goodbye, Mr. Chips”. This paper exemplifies Mr. Chips as ‘Educator’ who, as a teacher and even a human being, embodies the values of fairness, empathy, inclusiveness, emotional intelligence. The qualitative research approach in this paper explores the ethical implications of Mr. Chips’ pedagogical approach and its relevance to our present educational context. The findings illustrate that his comprehensive framework; which balances an academic curriculum with a focus on cultivating moral and emotional wisdom, continues to provide relevant guidance for today’s pressing educational issues, including diversity, equality and student well-being. Mr. Chips’ warm, inclusive, and emotionally intelligent style of teaching continues to be relevant today, as students of all backgrounds are drawn to his example of creating a supportive, ethical classroom environment when they encounter diverse classrooms filled with students who come from different backgrounds. This research teaches us how the ideas of emotional intelligence, ethical leadership, and character education can be put into practice. However, the overall findings indicate that Mr. Chips’ pedagogical and moral legacy provides valuable lessons for educators on how to cultivate well-rounded, empathetic, and socially responsible individuals.

Decolonizing academic identities in postcolonial higher education: A collaborative framework for Africa and the Caribbean

This conceptual paper critically examines the persistent influence of colonial structures on higher education in the Caribbean and Africa, particularly in shaping academic identities that remain tethered to Eurocentric knowledge systems. The paper argues that while there have been efforts to decolonize curricula, these attempts are often limited by entrenched Western frameworks that sustain the marginalization of indigenous epistemologies. The paper proposes a collaborative framework that enables Caribbean and African academics to reconstruct their professional identities by actively integrating indigenous knowledge into academic curricula, research, and pedagogical practices. Drawing on some decolonial theorists such as Ngũgĩ wa Thiong'o and Linda Tuhiwai Smith, the framework underscores linguistic and cultural reclamation as essential processes in redefining academic roles. Cross-regional partnerships, professional development programs, and curriculum reforms are posited as essential mechanisms to foster epistemological diversity, offering academic pathways to authentic engagement with local cultural contexts. The study advocates for institutional restructuring that challenges colonial legacies, advances inclusive leadership, and supports decolonial practices as a means of transforming higher education. This study contributes to scholarship by providing an analytical framework for decolonizing academic identities, and fostering an inclusive and contextually relevant academic environment that addresses the intellectual needs of postcolonial societies.

A Strategic Approach to Shift Diversity, Equity, and Inclusion Culture in Physical Therapy Education.

Efforts focused on racial and ethnic diversity in Doctor of Physical Therapy (DPT) programs have been prioritized to increase enrollment of Underrepresented in Medicine (URiM) individuals. While increasing diversity is a positive step, this Program took strategic action to embed Diversity, Equity, and Inclusion (DEI)-informed principles into all program areas. This holistic approach catalyzed a cultural shift that reflects a deepened commitment to the society we serve. This paper describes a multifaceted approach of a sustainable, adaptable DEI program focused on systemic change within the Emory University DPT Program. Development of DEI leadership frameworks, including faculty and staff education, led to programmatic changes in academic affairs, admissions, curriculum, and clinical education. Student-driven DEI-specific initiatives were implemented. Faculty/staff, student, and admissions assessments were conducted to understand the Program's current culture and guide DEI-related initiatives. Responses from the Anne E. Casey Assessment (34.55%) reflected institutional value on a race-informed approach to reducing racial inequities. Responses from the DEI Self-Assessment Worksheet revealed Program value for DEI principles in vision and leadership while needing more culturally responsive content and teaching practices. Student survey data from 2020 to 2023 indicated improving DEI climate and sense of belonging. Admissions data revealed a 73.3% increase in matriculated URiM students as a result of cumulative DEI efforts. This paper describes a DEI approach that fosters movement toward greater awareness of and commitment to social responsibility and institutional accountability, creating a more equitable, inclusive, and representative culture in physical therapy education.

Exploring the Impact of Project-Based Learning on Sustainable Development Goals Awareness and University Students' Growth

This study evaluates the impact of an educational intervention strategy – Project-Based Learning (PBL) – designed to enhance university students' knowledge of the Sustainable Development Goals (SDGs), their integration into academic curricula, and their relevance for future professional and personal applications. The research is motivated by the recognised importance of the SDGs in education and the current limited integration and understanding within higher education settings. The study applied a pre-test and post-test experimental design used, involving 199 first-year students from the University of Cordoba (Spain), enrolled in Primary and Early Childhood Education programmes. The intervention comprised PBL activities aimed at increasing knowledge and perceptions of the SDGs. Data were collected using a questionnaire assessing three dimensions: knowledge of the SDGs, the importance of their inclusion in the curriculum, and the perceived relevance of applying SDG principles in professional and personal contexts. The findings indicate that the intervention strategy effectively improved, albeit partially, students' understanding and perception of the SDGs. There was a significant improvement in students' knowledge. However, regarding the perceived importance of integrating the SDGs into their curriculum and the relevance of the SDGs for their future professional and personal lives, no effects were observed. These results underscore the partial efficacy of PBL in promoting sustainability competences and global citizenship among students, suggesting the need to explore other pedagogical methodologies for greater effectiveness. The study advocates the integration of SDGs into higher education curricula to better prepare students for future challenges, emphasising the need for further research to explore the long-term impacts and broader applicability of such educational intervention.

Teacher in Scientific Research by Bishop Zygfryd Ignacy Kowalski (1910-1995)

Research aims and problems: The aim of this article is to present the pedeutological views of Bishop Zygfryd Ignacy Kowalski, who lived from 1910 to 1995. He studied pedagogy at Nicolaus Copernicus University in Toruń (UMK). Alongside his pastoral duties, he worked as a religion teacher in schools in Toruń, including at the Pedagogium, and later lectured in pedagogy and didactics at the Seminary for Priests in Pelplin. The main focus of this paper is Fr. Kowalski’s pedeutological thought. The article seeks to answer specific questions concerning: his pedagogical studies as a preparation for his pedagogical studies, his research on teachers in both published and unpublished works, and his research methods. Research methods: This article employs historical research methods. In order to examine the issues outlined above, sources from the Archives of Nicolaus Copernicus University (AUMK), the Archives of the Diocese of Pelplin, as well as published texts on pedeutology, were analyzed. Structure of the article: The article is organized around two main topics: 1. Fr. Kowalski’s pedagogical studies at UMK, which served as his foundation for scientific research. 2. His pedeutological views, which form the core of the discussion. These sections are dedicated to his academic curriculum and the essence of his pedeutological thought. The article is further structured with an introduction and concluding remarks that summarize the analysis of the sources used. Research results and their influence on the development of pedagogical sciences: This article is a contribution to the advancement of research on the teaching profession in Poland. Using Fr. Kowalski’s writings as a case study, it shows methodological aspects of designing pedeutological research projects, analyzing results, and formulating theories based on those findings. Conclusions and/or recommendations: The conclusions drawn from the source analysis refer to both pedagogical education and pedeutological theory. They underscore the significance of Fr. Kowalski’s research and its continuing relevance to the training of future teachers. A key contribution of his work was identifying the determinants of the teaching profession, with particular emphasis on its religious, moral, and social determinants. These aspects continue to be of relevance today.

Crafting the future workforce: a Fleiss Kappa exploration of Industry 4.0 talent perspectives

PurposeThis study aims to identify and explore the critical components of Industry 4.0 (IR4.0) talent domains needed by Technical and Vocational Education and Training (TVET) students through work-based learning (WBL) programs in Malaysia.Design/methodology/approachA qualitative research design was employed, involving semi-structured interviews with 11 experts from academia and industry. Document analysis was employed to complement expert interviews, offering an enriched understanding of the IR4.0 talent domains. Data were analysed using thematic analysis and reliability analysis through Fleiss’s Kappa.FindingsThe study reveals a consensus between academic and industry experts on the importance of cognitive abilities and professionalism for IR4.0 talent. However, significant discrepancies were noted in the domain of operational work skills, with academic experts agreeing on 12 out of 14 components, while industry experts agreed on only four. This highlights a potential misalignment between academic curricula and industry needs, particularly in operational skills.Research limitations/implicationsThis research only involves academics and industry experts in the field of IR4.0. The focus of this research is on the undergraduate WBL programmes at Malaysia’s Polytechnic.Practical implicationsThe findings can guide curriculum development in TVET programs, ensuring that students are equipped with the necessary skills to meet industry expectations.Originality/valueThis research contributes to the ongoing discourse on IR4.0 talent development, offering valuable insights into the essential talent domains for TVET students engaged in WBL programs. The findings underscore the need for closer collaboration between educational institutions and industry to ensure that TVET programs are better aligned with the demands of the IR4.0 workforce.

Findings and implications from a global survey on paediatric education in occupational therapy academic programmes and paediatric practice in occupational therapy

Purpose There is a need to identify the diversity and gaps in the educational and practice systems to better understand how to improve paediatric occupational therapy education and ongoing mentorship worldwide. This quantitative research aims to examine paediatric occupational therapy education from academics and clinicians through two separate surveys. Design/methodology/approach An educational survey was sent to the World Federation of Occupational Therapy (WFOT)-approved programs in 78 countries to quantify educational and training hours provided in the paediatric field. An additional clinician survey was sent to occupational therapists to learn about their perspective on paediatric practice and continuing education. Findings The educational survey results from 56 WFOT programs in 32 countries indicated that the total percentage of academic curriculum specific to paediatric content was on average five percent. A four-year bachelor (n = 32) was the most prevalent entry level to the profession. Most of programs also indicated that more than 50% of occupational therapists in their respective countries work in paediatrics. The clinician survey (n = 141) had responses from 32 countries, with the majority working full time in paediatrics (n = 103, 72.5%). These results are consistent with the 2021 WFOT Education Survey. Originality/value From the clinician survey, paediatric feeding (70% of respondents) was the most requested area of continuing education, followed by transitions and positioning for play for children birth to three (18% of respondents). This will help guide future efforts for providing education and mentorship. As a result of both surveys, it was confirmed that more than half of occupational therapists are practicing in paediatrics across the globe. In response, academic curriculums should reflect the current practice trend; however, paediatric-specific education is relatively low.

Exploring the Zimbabwean Technical and Vocational Education Journey: Challenges and Prospects

The study explored the challenges that militate against the successful implementation of Technical Vocational Education and Training (TVET) in Zimbabwe. The study gave an informed focus on biases and perceptions associated with the academic curriculum. In addressing these challenges, it becomes possible to create an environment where TVET education is valued and considered a viable pathway for individuals, and national economic and social development. Using critical discourse analysis, the study examined the perceptions of instructors and students about TVET education and identified historical factors that continue to contribute to the devaluation of TVET. The study findings revealed that the historical undervaluing of TVET subjects in comparison with academic subjects was borrowed from the colonial bottleneck education system that favoured university education over technical skills and persists today. The study underscored the need for a paradigm shift to TVET skills if economic development is to be realised in Zimbabwe. This study recommends the need to re-evaluate the status of TVET education given its contribution to the job market. This study understands the historical roots of biases against TVET and provides insights for the reconstruction of an effective TVET system in Zimbabwe that contributes toward ongoing discourses on the importance of technical skills for national development. The study recommends the need to reshape public perceptions around TVET which requires a concerted effort and long-term commitment to changing societal attitudes toward technical-vocational education. Keywords: Technical and Vocational Education and Training (TVET), Practical Skills, Labour Market, Economic Development

Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness

This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.

Assessment of the Success of the Independent Campus Independent Learning Program Through a Web-Based Integration System at the Participating University

This study explores the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) program in private universities in Banten Province, Indonesia, emphasizing the importance of a well-structured curriculum for effective learning outcomes. The policy enables students to engage in various activities outside their majors, enhancing both technical and soft skills essential for workforce readiness. Despite its positive reception, challenges in the assessment conversion process have been identified, particularly the lack of involvement from study program leaders and course lecturers in evaluating student performance. This study employs the R&amp;D method using the ADDIE model to develop a web-based integration system aimed at streamlining and improving the evaluation of student achievements in the MBKM program. The findings indicate that this system enhances monitoring, transparency, and accountability in assessment, fostering better collaboration among lecturers, students, and partner institutions. Moreover, the web-based system alleviates administrative burdens, allowing lecturers to focus on enriching student learning experiences. This research underscores the necessity for continuous evaluation of the MBKM program to align competencies with academic curricula, ultimately contributing to the quality of higher education and the successful integration of students into the workforce. Recommendations for further development of the integration system and enhanced training for lecturers are provided to optimize its impact on educational outcomes.

مدى الوعي بدور برامج إدارة الاستشهادات والمراجع في البحوث العلمية: دراسة حالة على طالبات قسم علم المعلومات

The study aimed to know the extent of awareness of the students of the Department of Information Science of the role of citation and reference management programs in scientific research. To achieve this, the researchers designed a questionnaire divided into three axes and used the case study approach. The tool was distributed randomly to the students of the department, and the questionnaire was filled out by 77 students. The results of the study showed that the responding sample members were aware of the concept of citation and reference management programs from a theoretical perspective only, at a rate of (59.7%). The source of the "college or university library" came in second place for sources of introducing students to citation and reference management programs, with a number of responses reaching 12, at a rate of 15.6%. The results also indicated an increase in the percentage of the program (End Note knowledge and fame) among the students of the Department of Information Science who responded to the data collection tool, which reached a rate of (49.4%). The program (End Note) also came in first place with a rate of 73.2%, with a response of 41 students out of the total number of students, for the programs they wish to train on. The study came out with recommendations including: increasing awareness of the importance of citation management programs among all students of the Information Science Department, providing training courses and workshops on citation and reference management programs and their role in documenting scientific research and linking the importance of documentation to avoiding scientific plagiarism and achieving academic integrity, designing a guide that explains the mechanism for using and activating citation and reference management programs, and finally integrating the topic of citation and reference management programs into the academic curricula, especially the scientific research skills course, to provide students with the skills to use technology.

Manajemen Pengelolaan Santri Mahasiswa

This research aims to analyze the management of student students at the Al-Urwatul Wutsqo Islamic Boarding School Jombang, which integrates religious education and formal education in higher education. The approach used in this research is descriptive-qualitative, with data collection techniques through interviews, observation, and documentation. The research focus includes planning, organizing, implementing, and evaluating the management of student students. The research results show that the management of student students at the Al-Urwatul Wutsqo Islamic Boarding School is carried out systematically by applying the principles of Islamic boarding school-based education management. Apart from that, the synergy between the religious and academic curriculum has succeeded in creating a conducive learning environment, improving the quality of learning, and supporting students' character development. However, this research also found challenges in providing facilities and infrastructure and managing time between academic activities and Islamic boarding schools. It is hoped that the implications of this research can contribute to the development of educational management in Islamic boarding schools in a more effective and sustainable way.

The Academic Curriculum in Higher Education. Transformative Competencies' Relevance for the Labour Market

The paper presents a theoretical analysis of the academic curriculum's relevance for the labour market and life, especially about the recognition of learning outcomes. The purpose of this approach is to discover if there is strong consent and a common interest both at the national and international levels related to the relevance of transformative competencies developed through the academic curriculum. Concerns about the key competencies have led to reflection on the importance of being aware of knowledge created by Higher Education (HE) institutions. The research questions related to the theoretical approach are as follows: What are the national and international trends regarding the academic curricula in higher education? What are the transformative competencies and what do they entail? What are the ways in which transformative competencies can be included in the national university curriculum? The results of our theoretical approach underline that the set of competences developed in HE institutions must constantly transform into learning outcomes by the trends and needs of the labour market. This type of academic curriculum development anticipates the future dynamics of a society. We conclude that the mission of the HE institutions has to be strongly related to the specifics of globalized economies. Also, it is to develop an academic curriculum orienting itself towards innovation and a competency-based approach. This holistic approach provides policymakers, researchers, administrators and teachers a theoretical framework for practical interventions in HE institutions.

Readiness of the graduates’ of Library and Information Activities Departments for open science facilitation

The structure of scientific process adapting to the open science concept has been intensively changing. The libraries and librarians are to be the key actors in this process. Within the scope and differentiation of librarian and bibliographer competences for open science support, the competences may be divided into several key vectors: methodological support, analysis, and popularization of open science. While the issues of methodological support and analytics for open science have been well developed in the professional literature, the author aims at formulating the competences and assessing the readiness of new librarians for open science popularization. Based on the existing practice, the author defines the relevant skills and formulates four competences (and related knowledge and skills indicators): 1) orientation in open science trends; 2) organization of civil science activities, social partnerships and observance of legal standards in copyright, related rights, and privacy laws; 3) readiness for organizing educational events on science and civil science projects, for creating and disseminating the content to clarify the open science principle for various community groups; and 4) understanding and reproducing modern forms and methods of open science popularization. Based on the Federal State Educational Standard 51.03.06 “Library Information Activities” and academic curricula, the essential competences are formulated. The author also discusses the findings of the survey “The competences of librarians for open science development” conducted by Research Department of SB RAS State Public Scientific and Technological Library among 4th year students of Specialty 51.03.06 “Library Information Activity” in 2024. The obtained results evidence that the students apprehend the communicative component and, to some degree, social orientation of open science. They are also ready for holding educational events and disseminating content revealing the open science principles. However, they have difficulties with civil science efforts, social partnership and valid legal standards in copyright and related rights, as well as with the delivery of communicative components and social orientation of open science. To eliminate the above mentioned problems, based on the survey results, the free short training course has been developed and development of the enhanced program has begun.

Factors Influencing Physiotherapists' Use of Non-Academic Sources for Technical Information in Brazil.

The integration of evidence-based practice (EBP) into clinical decision-making is crucial for ensuring optimal patient care. However, there are various factors influencing the utilization of academic sources among physiotherapists, highlighting the need for a deeper understanding of these dynamics. The present study aimed to investigate the association between personal factors (age, time since graduation, number of patients, and education level), barriers to EBP implementation and perceptions about EBP, and physiotherapists' preference for using non-academic sources when seeking technical information about physiotherapy. This was a cross-sectional study involving 610 physiotherapists. Participants completed an online questionnaire covering demographic characteristics, sources of information, barriers to EBP implementation, and perceptions regarding the importance of scientific information in clinical practice. Logistic regression was used to investigate the factors associated with the preference for non-academic sources of information. Nearly a quarter of the sample exhibited a preference for non-academic sources, with age over 34years, perceived lack of abilities to apply scientific findings, and understanding issues related to EBP being significant associated with the preference of this types of sources of information. Physiotherapists with these characteristics were twice as likely to prefer non-academic sources when compared to physiotherapists who do not have these characteristics. These findings underscore the importance of enhancing professional competencies in EBP and fostering confidence in utilizing academic sources. While efforts have been made to incorporate EBP promotion in academic curricula, further initiatives are needed to bridge the gap between established knowledge and the competencies required for daily practice. Future studies should continue to explore the role of age in EBP applicability and the adoption of scientific knowledge, aiming to inform targeted interventions and educational programs tailored to the evolving needs of physiotherapy professionals.