Against the backdrop of the nationwide implementation of "holistic education for all students in all aspects and at all stages" and the "integration of physical education and academic education", university sports clubs, as an important part of school physical education and a key carrier of campus culture construction, their educational function is closely related to the quality of talent cultivation. At present, university student clubs are faced with such problems as spontaneous establishment, entertainment-oriented activities, extensive management, divergent student participation motivations, and a superficial educational effect. This study holds that there is a disconnection between "management" and "education" in clubs in various universities. To this end, this paper first clarifies the educational function and the role in moral education of student clubs, sorts out the elements of integrating student cultivation education into club management, and systematically analyzes the empowerment of clubs in students' academic literacy, moral literacy and behavioral literacy. By formulating the *Student Cultivation Education Plan*, this paper demonstrates that this path can improve the internal governance level of clubs, enhance the identity of club members, deepen the educational effect of club activities, enrich the promotion of student cultivation education, promote the stable and sustainable development of student clubs, and provide a new research path for club management.

Bildung as Irritation and Self-Irritation – Toward a Hermeneutics of Critical Engagement in Academic Legal Education Bildung involves a productive tension between personal development and social engagement. In academic education, this means developing students’ critical thinking, autonomy and self-reflection while also encouraging social responsibility and awareness of their role in society. This article takes its cue from Gert Biesta’s influential critique of educational models that reduce learning to socialisation or qualification alone. Biesta emphasises subjectification and democratic participation as core educational aims. However, his focus on political engagement risks overlooking education’s distinct role in fostering disciplined inquiry and the pursuit of knowledge for its own sake. Drawing on Oakeshott, Gadamer and Schleiermacher, a hermeneutic conception of Bildung is presented that views education as an ongoing dialogue with tradition, cultivating critical judgment and openness to diverse perspectives. This approach sustains a dynamic interplay between adherence to established law and the development of independent judgment. The final part shows how a hermeneutic approach can improve academic legal education by guiding course design, clarifying teacher and student roles, and promoting critical thinking and responsible legal judgment. Bildung thus requires legal education to prepare lawyers who engage critically with the rule of law while upholding its culture of legality.

Assessing advanced practicing nursing students' personal requirements in clinical placement: A scoping review.

With the release of ChatGPT, Pandora’s box of generative AI has been opened, and the new technology is here to stay. This also impacts academic education, where it bears certain challenges while also providing new opportunities. Students and educators alike will have to adapt to the newly available technology and find ways to use it in a meaningful and profitable way. One way to make good use of generative AI in the classroom is to build personalized learning environments for students that adapt to their individual progress and enhance the learning process with technologies that are tailored to the modern students. In the presented work, two of these technologies and the concept of spaced repetition are used to build a personalized learning module within the learning management system LMS “ILIAS”. One of the used tools is an AI chatbot based on the ChatGPT API that is trained on the lecturer’s actual course materials and enhanced with answers from ChatGPT itself. The other technology improves educational videos by providing learners with a button to pause the video at any time and to receive additional explanations about the content currently discussed, while considering the context of the entire video so far. These two AI tools are then provided in combination with a spaced repetition algorithm, which creates a personal learning environment that is highly tailored to the individual learners’ needs.

This article examines the challenges faced by Polish higher education in the context of global digitization and the transformation of academic teaching models. It assumes that the master–student relationship remains the foundation of academic education, and that digital technologies—if properly integrated—may support rather than replace human interaction. Based on a comparison of teaching practices in Poland and at leading institutions (Harvard, Oxford, MIT), a model of relational-technological didactics is proposed, along with the conditions necessary for its implementation. The article integrates pedagogical and sociological perspectives, highlighting the need for systemic changes in Polish academic education.

This study aimed to investigate the perceptions, experiences, and ethical awareness of undergraduate Speech and Language Therapy (SLT) students in Türkiye regarding the use of ChatGPT in academic and clinical education. As generative artificial intelligence (AI) tools rapidly expand in health sciences education, understanding how students adopt and apply these technologies is crucial for guiding their pedagogical integration. A quantitative, cross-sectional survey design was employed. A total of 168 SLT students from various universities participated voluntarily. Data were collected using a 50-item structured questionnaire developed by the researchers. Content validity was established through expert review, and the overall reliability was high (Cronbach's α = 0.87). Data were analyzed using SPSS 25.0 software through descriptive statistics, independent t-tests, and one-way ANOVA to examine class-level differences. Findings indicated that ChatGPT was most frequently used for academic purposes, including understanding and summarizing lecture notes (75.0%) and literature review (66.1%). Usage was lower for clinical reasoning (35.1%) and case analysis (33.9%). Significant differences were observed between class levels in academic writing, therapy material preparation, and theoretical knowledge acquisition (p < .05). Most participants emphasized the need for institutional AI-use guidelines and AI literacy workshops. Furthermore, 83.9% agreed that ChatGPT cannot replace the therapist's role but can serve as a supportive tool in educational and clinical settings. ChatGPT is increasingly utilized by SLT students as an effective learning and planning tool; however, its clinical and ethical applications are approached with caution. The results highlight the need for institutional policies and structured AI literacy programs to ensure the safe, responsible, and pedagogically sound use of AI tools in health professions education.

(1) Background: This article investigates the status relationship between academic and vocational tracks in the four largest cities in Norway. While previous qualitative research has mainly examined academic and vocational tracks separately, this article includes both to highlight the importance of looking at the relationship between them. (2) Method: A thematic qualitative analysis is conducted to illustrate how interviewees in focus groups express practical and academic ambitiousness. (3) Results: The findings indicate that the relationship between vocational- and academic-track pupils is shaped by a perception of vocational education as a second-tier option. Pupils from the academic tracks express condescending opinions about them, whereas those on vocational tracks demonstrate a deferential attitude towards the academic pupils. This hierarchical distinction becomes particularly noticeable when both tracks are situated within the same institutional context. Thus, the article sheds light on the dynamics of status differences between vocational and academic education that indicate a belief in meritocratic principles. This is of relevance for many countries beyond Norway.

The national Tourism and Hospitality project aims to reach 140 million domestic and inbound tourists by 2035. In this respect, providing high-quality services to such numbers of customers requires a talent pool of service providers with relevant skills and interdisciplinary knowledge. The industry experiences a shortage of personnel at all levels, and the gap between demand and supply is exacerbated by the lack of specialized academic institutions, the outdated training programs, the gap between academic education and market needs, and the poor salary prospects. This article identifies the systemic challenges that can only be solved by implementing a strategic approach to developing human resources for local tourism. The research featured the labor potential and capital in the tourism industry, as well as the system of socio-economic relations between industry workers, tourism enterprises, government officials, and education institutions that form the industry’s talent pool. The author identified the key threats to the sustainable development, specified the optimal approaches to the strategic development of personnel training in higher and vocational education, and highlighted the relevant qualification requirements in the context of digital transformation. The strategic recommendations for the development of tourism qualifications may help the education system to satisfy the current industry challenges in line with global and national trends.

ABSTRACT This article explores how pedagogical innovation is enacted under constraint in UK higher education, drawing on interviews with academic educators, senior leaders, and technology-enabled learning (TEL) professionals. It develops frugal pedagogical innovation (frugal PI), a new conceptual framework that reconceptualises innovation in higher education. Integrating Frugal Innovation Theory and Self-Determination Theory, frugal PI reveals how innovation actually emerges. Findings show how participants reframed constraint as a catalyst for creativity, developing small-scale, values-led practices that often remain invisible within recognition systems privileging visibility and scale. These practices reveal how everyday adaptations sustain teaching quality and professional identity while resisting performative narratives of transformation. By positioning frugal PI as relational, ethical and sustainable, the study advances pedagogical innovation debates. It calls for recognition structures that privilege sustainability, autonomy and collegial support, reframing innovation as grounded professional practice rather than institutional spectacle.

The adoption of the “Strategy for the Development of Education in the Russian Federation for the Period up to 2036 with a Perspective until 2040” raises the issues of appropriate development of personal and professional qualities of educators so that they are the subjects of the implementation of the planned strategy, and not formal executors. The article discusses the relationship between the processes of self-education and upbringing and lifelong learning through non-formal and informal education. The relevance of the work is related to the ongoing development of a strategy for the development of education in our country, which is focused on improving the system of academic (formal) education, while most of the professional competencies a person receives in the process of subsequent self-education and self-development throughout life. The purpose of the work is to consider the role of non-formal education and upbringing of the country population in the context of the adoption of the Strategy for the development of education in our country. It is based on the idea to construct formation of conformal education as a synthesis of academic and non-formal education (self-education). The novelty lies in the discussion of possible directions of self-education throughout life with periodic certification by authorized bodies and the need to resist negative ideologies and concepts in the process of educating new generations of students. With this in mind, a number of concepts and ideological provisions related to the formation of a patriotic and socially responsible personality are considered. A conformal cycle of lifelong knowledge renovation is presented, combining informal self-education and advanced training in academic educational institutions. The principle of education by means of the discipline taught is considered as the basic basis of interdisciplinary communication.

Against the background of increasing academic workload in higher education, this study examines the impact of academic course hours on college students' objective physical health, measured by comprehensive physical fitness scores, and explores potential gender differences and nonlinear patterns. Using a three-year longitudinal panel dataset (N = 305, 915 person-years) from a 2020 cohort at Changsha University of Science and Technology, we applied individual fixed effects models, supported by Hausman tests, to estimate the net effect of academic workload. The dependent variable was students' comprehensive physical fitness score, while the key independent variable was total annual academic (non-PE) course hours. Physical education (PE) course hours were included as a control variable. To identify nonlinear relationships, polynomial, logarithmic, and square root functional forms were tested, and gender-stratified analyses were conducted. Academic workload significantly and negatively affected students' physical health, with each additional academic hour associated with a 0.012-point decrease in physical fitness scores (p < 0.001). In contrast, PE course hours had a significant positive effect, increasing scores by 0.088 points per hour (p < 0.001). Gender differences were evident: the negative impact of academic workload was stronger among male students (B = -0.013) than among females (B = -0.009), and the health benefits of PE were also greater for males. Furthermore, the relationship between academic workload and physical health exhibited a clear nonlinear pattern. Physical health improved at low workload levels (<547 h), declined at moderate to high levels (547-1,087 h), and showed a slight marginal rebound at very high levels (>1,087 h). Among all tested specifications, the cubic model provided the best fit based on AIC and BIC criteria. Academic workload exerts a significant, gender-differentiated, and nonlinear influence on college students' physical health. Universities should maintain academic demands within an optimal range and ensure a balanced allocation between academic and physical education coursework. Targeted interventions, particularly for male students, are recommended to mitigate the adverse health effects of excessive academic burden.

ABSTRACT In recent years, the rapid growth in global research output has been accompanied by an increasing challenge of research integrity. This study, taking China as an example, systematically examines the drivers, barriers, and governance strategies of research integrity through policy text analysis and in‐depth interviews, revealing a complex network of problems composed of institutional pressure, alienation of evaluation systems, and technical challenges. It finds the culture of ‘publish or perish’ resulting from a quantitative assessment system, uneven distribution of research resources, and lack of enough academic ethics education to be the main barriers to research integrity. Although the government has established a multi‐level governance system, policy implementation still faces challenges. With the rapid development of AI technology, new forms of academic misconduct pose challenges to the traditional regulatory model. Based on the research findings, this paper proposes suggestions to promote research integrity, ranging from passive compliance to active self‐discipline.

Clinical perfusionists manage and optimize extracorporeal circulation as well as physiological and metabolic stability, to support positive patient outcomes under artificial physiological conditions, such as cardiopulmonary bypass, extracorporeal membrane oxygenation, and other extracorporeal circulation systems. Despite the central role of the profession in patient safety and surgical outcomes, clinical perfusion remains inconsistently defined, regulated, and recognized across Europe. In response to these challenges, the European Board of Cardiovascular Perfusion, together with the European Association for Cardio-Thoracic Surgery and the European Association of Cardiothoracic Anaesthesiology and Intensive Care, convened a multidisciplinary task force to develop a unified expert consensus on the minimum academic education, supervised clinical training, and continuing professional development for safe and independent practice. It defines essential technical competencies, such as the operation of heart-lung machines and mechanical circulatory support devices, alongside critical non-technical skills in decision-making, communication, and interdisciplinary collaboration. The document also introduces a tiered framework to classify perfusionists by experience level and proposes mechanisms for certification and recertification through the European Certificate in Cardiovascular Perfusion. Furthermore, the statement highlights the importance of structured quality assurance programs, simulation-based education, and incident reporting systems in advancing perfusion safety and clinical effectiveness. A harmonized European approach is urgently needed to ensure consistent training standards, enhance workforce mobility, and support formal recognition of clinical perfusion as a regulated healthcare profession. This consensus aims to serve as a benchmark for national regulatory efforts and future professional development across Europe.

Background/Objective: The quality of care afforded to rural, remote, and First Nations Peoples is dependent on access to a health workforce with the capacity to contextualize healthcare and practice to the needs and expectations of these populations. In Australia, the lack of representation of rural health in undergraduate and post graduate health professional education undermines this preparedness and consideration of rural practice uptake and longevity, compounding the inequities confronted by 7 million Australians residing in these locations. Urgent educational reforms are required to address this omission, the deficit discourses used to characterize rural healthcare, and the persistent health workforce shortages experienced. This paper presents the Anabranch Framework for the Ruralization of Health Professional Education, a high-level strategy to transform rural healthcare provision, professional practice, and health workforce outcomes. Methods: The framework was developed through an iterative process involving a series of systematic steps. The process included the following: individual and group critical dialogues with internal academic educators, external health service leaders, metropolitan academic allies, and leaders of other rural health academic departments; an internal review of empirical studies of relevance to the ruralization of health professional education and practice; the visualization of a place-based framework; the academic conceptualization of the framework; and further critical dialogues to test the framework's face validity. Results: The Anabranch Framework comprises four inter-related rural domains: theories, pedagogies, practices, and connectivity; four constructs: knowledge acquisition and generation, immersion in rural curriculum, knowledge translation and sharing, and relational practice; and two structural elements: spiraled and scaffolded curriculum and duration and the quality of rural placement and practice. Conclusions: The Anabranch Framework is a high-level strategy to ruralize health professional worldviews, advance rural person-centered practice, enable a deeper understanding of rural places and the development of an equity-orientated, sustainable and rural-literate health workforce.

The purpose of this study is to analyze the Influence of Academic Supervision, Education and Training and Human Resource Management on the Performance of Madrasah Aliyah Negeri Teachers in Sinjai Regency. The population in this study is all teachers of Madrasah Aliyah Negeri Sinjai Regency with a total of 114 samples (saturated samples) The analysis model used in this study is quantitative descriptive and the questionnaire results data were obtained through the SPSS (Statistical Package for the Social Sciences) Version 27 application. The results of the study show that these three variables have a positive and statistically significant effect on teacher performance. Academic supervision that is carried out effectively has been proven to be able to improve the quality of the learning process through guidance, evaluation, and continuous mentoring or follow-up. Education and training illustrate that relevant and continuous training activities are able to make a real contribution to improving teachers' pedagogic and professional competence, broadening insights into learning innovations, and forming adaptive attitudes to curriculum changes and technological developments. Meanwhile, good human resource management, shows that through the recruitment system, the management of educators effectively starts from teacher obedience planning, career development, as well as the provision of motivation and rewards that, are able to create a productive work environment so as to motivate teachers to perform optimally and are quality-oriented. Overall, this study concludes that academic supervision, education and training, and human resource management in general contribute significantly to improving teacher performance. These findings provide important implications for education management, especially in the development of policies that support improving the quality of educators.

Background/Aims Research can enable understanding birthing people's health and wellbeing. When research findings are translated into practice, they can reduce maternal and neonatal morbidity and mortality. Midwives can play a critical role in using and adding to the evidence base; thus, midwifery education should support students in developing research skills they can use in the future. This literature review aimed to explore students’ engagement with research and evidence-based practice. Methods Nine databases were searched to find evidence applicable to the review's aim. The identified relevant literature, published between 2009 and 2024, was synthesised into relevant themes. Results Learning about research using pedagogical approaches resulted in students planning to engage with research and practice in an evidence-based way in the future. However, barriers affected students’ ability to apply research and evidence-based practice knowledge to their clinical practice. Conclusions Learning about research/evidence-based practice results in planned future engagement with these elements. However, educational, clinical and psychological barriers create a practice–theory gap, hindering students from applying their knowledge to their practice. Implications for practice To enhance students’ engagement with evidence-based and research-informed learning, clinical and academic educators should systematically address educational, clinical and psychological barriers, thereby reducing the practice–theory gap that inhibits the effective translation of research evidence into clinical practice.

Post-secondary transition programs address skills that are vital in the transition process to independent living for people with intellectual disabilities. Thus, this scoping review was aimed to identify the skills and areas worked on in post-secondary transition programs for people with intellectual disabilities, taking as a starting point the United Nations Convention on the Rights of Persons with Disabilities. The search in the Academic Search Premier, Eric, PsycInfo, CINAHL, Web of Science, Scopus and gray literature resulted in 34 included studies published in English or Spanish, with young and/or adult participants with intellectual disabilities, with range between the years 2006 and 2022. Regarding the skills taught in the programs, it was found that the most evident ones were related to professional issues (employment and career), with emphasis also on independent living skills and other aspects related to social development and academic education. Post-secondary transition programs not only provide a great opportunity for learning in different areas and experience for young adults with intellectual disabilities but also allow for more inclusion in society and strengthen the possibilities of inclusive university education for people with intellectual disabilities.

Interprofessional collaboration (IPC) has become a critical component of healthcare delivery, requiring structured teamwork and cross-disciplinary coordination. This study aimed to systematically map the scientific landscape of IPC by identifying major trends, conceptual structures, and thematic evolutions in the literature published between 1984 and 2025. A bibliometric analysis was conducted using the Web of Science Core Collection database. A total of 6.694 records were extracted and analysed using the Biblioshiny interface (RStudio) and VOSviewer software. The PRISMA protocol was followed by the inclusion criteria. Key performance indicators (citations, authorship, source journals), co-word analysis, conceptual structure mapping, thematic mapping, and trend topics were also examined. The findings revealed a sharp increase in IPC publications after 2015, with the USA, Canada, and the UK leading in productivity. The most cited authors include Reeves, Zwarenstein, and Goldman. The core themes included interprofessional education, teamwork, patient safety, and communication. Conceptual structure analysis identified five clusters, ranging from clinical practice to theoretical frameworks. Thematic evolution and trend analysis showed a shift from foundational discussions to practice-based and crisis-response themes, especially post-COVID-19. This study provides a comprehensive map of IPC research in health sciences. The findings highlight the growing academic interest, structural complexity, and emerging trends in this field. Beyond contributing to the scientific understanding of IPC, the findings offer practical implications for improving team-based care services, shaping competency-based education curricula, and developing evidence-based health policies. This knowledge base can form a strategic foundation for advancing interprofessional collaboration in clinical practice, academic education, and institutional decision-making processes.

This study examines future teachers’ perceptions of incorporating flamenco into the Andalusian educational curriculum and its potential impact on fostering a sense of community and Andalusian identity. The study analysed 301 surveys conducted among university students enrolled in academic education programs. Descriptive statistical analysis revealed that 88.4% of participants supported the integration of formal flamenco in schools. A more detailed analysis of the responses revealed recognition of the influence of flamenco on various aspects such as the preservation of heritage (5.29), a sense of belonging to a community (5.15) and cultural identity (5.17), which guarantees a lasting source of inspiration and growth for future generations. Flamenco is not only considered a cultural relic but a vital part of Andalusia's heritage, essential to its future.

Academic integrity remains a key challenge in higher education. At Teesside University, increasing cases of plagiarism, collusion, and contract cheating highlighted the need for more engaging and educationally grounded interventions. In response, the English Language Centre (ELC) designed and delivered a two-part initiative integrating gamification and inclusive pedagogy to reframe integrity as a participatory academic literacy rather than a compliance exercise. The programme combined a large interactive lecture introducing core integrity principles with a practical workshop developing paraphrasing, quoting, and summarising skills. Kahoot! was embedded throughout as a gamified learning tool that fostered participation, inclusivity, and real-time feedback. Across 26 Embedded Academic Literacies (EAL) sessions, the initiative engaged 620 students from all five Schools. Anonymous feedback showed that over 90% of participants found the sessions useful and reported increased understanding, frequently describing them as “informative,” “interactive,” “engaging,” and “fun.” Participants also demonstrated a 25% reduction in average similarity scores compared with previous cohorts, indicating measurable improvement in integrity-related practices. Staff observed that engagement and responsiveness declined when institutional access to Kahoot! was temporarily lost, reinforcing its pedagogical value. This short communication presents a case study of this innovation, drawing on routine anonymous feedback and staff reflections to illustrate how gamification can enhance academic integrity education in inclusive, diverse settings. The findings suggest that framing integrity as an interactive literacy, supported by game-based participation, can increase engagement, confidence, and ethical academic practice across disciplines.