Advancement Of Education Research Articles

A Juxtaposed Analysis of the Challenges and Prospects of Attaining Universal Human Rights in African Polities

Abstract The call for implementation of universal human rights in Africa is principally perceived to be a mixed bag of potential triumphs and setbacks. A core principle of any (political or) scientific study is that data underdetermines theory, i.e., one can look at the same data and reasonably see different phenomena. Simply put, there is no exclusive way of assessing information or determining (better) ways of life. In Africa, the question of whether human rights should be universal or national/cultural remains contested with both the opposers and proponents presenting fathomable reasons. At the core of controversies surrounding universal rights are issues of global inequality, poverty and Africa’s underrepresentation or otherwise misrepresentation in key global decision-making bodies. From the turn of the new millennium, discourses on jurisprudence about universal human rights have intensified whereby, the definition, meanings, functions and scope of what constitutes fundamental human rights have expanded beyond the often too familiar rigid and orthodox domestic law regimes. Today, national sovereignty claims on human rights are only valid to the extent that those assertions are not at loggerheads with the spirit and principles contained either in the Bill of Rights or the Universal Declaration of Human Rights (udhr) (1948). Furthermore, Human Rights Watch (2021) argues that in contemporary international relations, human rights are no longer conceived only in a vertical lens, i.e., only seen as the mere concern of the state, but now necessarily includes a horizontal lens consideration, whereby, private entities are also included because they are equally capable of violating human rights. Knox (2008) also hinted that discourse on this subject matter seems unavoidable as it has continued to gain traction in modern jurisprudence. As such, public law remedies have expanded into the private realm to protect individual rights. This has become necessary because the services provided by private local entities including conglomerates and transnational corporations have increased considerably. For instance, private medical facilities, private schools, media houses, digital and telecommunication companies, and water and sanitation services, all count among several private entities that are prone to abuses of human rights. Consequently, legislative administrators have devised the term ’the contracting state’ to define a setting where a variety of public interests are increasingly being provided by the private sector rather than by the state. In providing their services, the private entities cannot do as they please or ignore the rule of law governing international human rights protection. This essay argues that given the increasing intertwining of regional and global governance activities in finance, trade, commerce, education, agriculture, and medical advances, the implementation of universal human rights would best serve the collective interests of all stakeholders. In advancing this argument, this essay critically analyses the plausible obstacles on the path towards the attainment of universal rights in Africa while also identifying silver linings.

Assessing the Impact of the Current Pharmacy Education in the Attitudes of Early Career Pharmacists towards Leadership and Professional Identity in Nigeria

Background: The WHO nine-star pharmacist model as well as the Centre for the advancement of pharmacy Education (CAPE) Educational outcomes have recognised the concept of leadership as a crucial attribute for pharmacists. This emphasizes the need for pharmacy education to meet up with the goals, need, objectives and requirements of the profession. Objectives: Accordingly, the objective of our study was to investigate the impact of the current pharmacy education in the early career pharmacists towards leadership and professional identity in Nigeria. Methods: This was a cross-sectional survey of early-career pharmacists across the six geopolitical zones in Nigeria. In this study, early-career pharmacists were referred to licensed pharmacists with five or less years of practice. Results: 580 early career pharmacists participated in the study. From the study, 65.6% of the respondents noted that the pharmacy education prepared them effectively for leadership while 79.3% of the respondents noted that pharmacy education prepared and imbibed professional identity in them. The result of this study may be due to the improved curriculum in pharmacy education in Nigeria and also a deviation towards pharmaceutical care and PharmD program which highlights leadership, direct responsibility, clinical-oriented care and managerial skills as core values. This study suggested limited mentorship program and workload/ time constraints as key barriers to display leadership roles among early career pharmacists. From this study, 82.8% of our respondents suggest that the pharmacy education curriculum need adjustment to better prepare students for leadership roles. This may be due to the shift in paradigm from pharmacist being product-oriented to becoming patient-oriented and also with the rapid advancement in cutting-edge information technology and artificial intelligence (AI), the nature of pharmacist work has changed and thus job security is likely affected. Conclusion: The findings of our study showed that leadership has been moderately incorporated into the current pharmacy education in Nigeria but there is need to improve the curriculum by introducing early mentorship program, entrepreneurship and innovation, clinical and practical experiences as well as adopting an active teaching approach in leadership as this will enable effective leadership and professional identity demonstration across all levels and fields of pharmacy practice in Nigeria.

Research on High School Mathematics Teaching Strategies Based on the ARCS Model

As educational technology advances, traditional teaching models no longer fully meet the learning needs of contemporary high school students. More educators are recognizing that strong learning motivation can inspire positive learning attitudes in students, and robust enthusiasm for learning can significantly improve learning outcomes. This is particularly true for mathematics, a subject that heavily involves abstract thinking, where students’ motivation levels are typically moderate to low. Thus, stimulating students’ learning motivation has become an indispensable issue in educational activities. Through the analysis of the ARCS motivation model and integrating specific teaching practices to refine and adjust the model’s four aspects, this paper aims to assist educators in enhancing teaching effectiveness and boosting students’ interest in learning.

Investigation and analysis of clinical medical undergraduate learning behaviors under different teaching models

Medical education plays a critical role in preparing future doctors, responsible for the well-being and health of individual patients. Given its unique significance, understanding how to enhance the intrinsic motivation of clinical medical undergraduates for a 5-year program is a key research focus in China. Based on this purpose, the transformation of higher education in the major of clinical medicine has been conducted worldwide. To evaluate the attitude of clinical medical undergraduates on the transformation of education, this study investigates the impact of different teaching models on the learning attitudes of students at Shantou University Medical School, aiming to provide insights into effective educational strategies. Within the set-up of different teaching models, involving active-learning classes, English-medium instruction classes, and conventional clinical classes, we employed a comprehensive survey targeting undergraduates enrolled in three distinct teaching models. The survey explored multiple dimensions of learning behaviors, including classroom engagement, study time, and overall motivation. Results indicated that students participating in active learning classes exhibited superior classroom engagement and devoted more time to their studies than those in English-medium instruction classes and conventional clinical classes, while the difference between English-medium instruction classes and conventional clinical classes was not significant. These students reported a higher intrinsic motivation towards their learning experience, suitable to apply self-directed learning methods. In conclusion, this study underscores the importance of adopting diverse and adaptive teaching strategies to cater to the varied learning attitudes of clinical medical undergraduates, suggesting conducting self-evaluation or pre-evaluation of the students for adapting to different clinical teaching methods. Meanwhile, enhancing teacher guidance and support throughout the learning process is essential. By implementing different educational approaches, medical schools can effectively enhance student motivation and educational outcomes, contributing to the advancement of medical education.

Predicting student performance using Moodle data and machine learning with feature importance

Despite the growing technological advancement in education, poor academic performance of students remains challenging for educational institutions worldwide. The study aimed to predict students’ academic performance through modular object-oriented dynamic learning environment (Moodle) data and tree-based machine learning algorithms with feature importance. While previous studies aimed at increasing model performance, this study trained a model with multiple data sets and generic features for improved generalizability. Through a comparative analysis of random forest (RF), XGBoost, and C5.0 decision tree (DT) algorithms, the trained RF model emerged as the best model, achieving a good ROC-AUC score of 0.77 and 0.73 in training and testing sets, respectively. The feature importance aspect of the study identified the submission actions as the most crucial predictor of student performance while the delete actions as the least. The Moodle data used in the study was limited to 2-degree programs from the University of Southeastern Philippines (USeP). The 22 courses still resulted in a small sample size of 1,007. Future research should broaden its focus to increase generalizability. Overall, the findings highlight the potential of machine learning techniques to inform intervention strategies and enhance student support mechanisms in online education settings, contributing to the intersection of data science and education literature.

Navigating the Complexities of Molar Incisor Hypomineralization: Challenges and Strategies in Pediatric Dentistry.

Background: Molar incisor hypomineralization (MIH) presents a multifaceted challenge in pediatric dentistry, impacting diagnostics, clinical management, resource accessibility, and psychosocial care. The condition's complexity is exacerbated by diagnostic variability, overlapping clinical symptoms, and the need for tailored treatment approaches. Objectives: This study aims to explore the key challenges associated with the management of MIH in pediatric dentistry, including diagnostic precision, clinical management, resource limitations, interdisciplinary care, long-term follow-up, and psychosocial impact, and to propose strategies for overcoming these obstacles. Methods: A comprehensive literature review was conducted to identify and synthesize existing evidence on MIH's etiology, diagnosis, treatment, and prognosis. The review highlighted the barriers encountered in providing optimal care, particularly in resource-constrained settings, and explored potential solutions through clinical and interdisciplinary approaches. Results: The key findings included the need for standardized diagnostic criteria, the role of individualized treatment plans, and the importance of resource allocation. Limited access to specialized equipment and education hampers care, especially in under-resourced areas. Long-term management complexities were further compounded by the necessity for interdisciplinary collaboration and attention to psychosocial factors affecting pediatric patients. Conclusion: Effective MIH management requires standardized diagnostic protocols, resource advocacy, interdisciplinary collaboration, and holistic patient care. Advancements in research, education, and policy are essential to improve outcomes in pediatric patients. By addressing both clinical and psychosocial challenges, the overall well-being of MIH-affected children can be enhanced.

Revitalizing rural areas by boosting educational advancement through social capital integration

Community development in rural areas is crucial for enhancing educational quality by addressing the diverse needs of students, families, and the broader community. This study investigates how leveraging social capital can significantly improve educational outcomes in rural communities. The primary objective of this study is to explore how community development initiatives, underpinned by social capital, contribute to educational advancements by integrating essential services such as healthcare, social welfare, after-school programs, and parental involvement directly within the educational framework. The study employs a systematic review methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. This approach involves a comprehensive literature review to identify and analyze relevant studies. PRISMA guidelines were followed to ensure a rigorous and transparent reporting process, enhancing the reliability and validity of the findings in this study. The findings reveal the transformative impact of social capital on educational quality. Initiatives that effectively mobilize social networks and relationships lead to improved academic performance, social development, and emotional well-being of students. The study reveals the significance of stakeholder collaboration, supportive policies, and innovative pedagogies in sustaining and scaling these community-driven efforts. It is recommended by this study to strengthen stakeholder engagement, advocate for supportive policies, and integrate innovative teaching methods that will sustain and expand educational advancements. This study offers valuable insights into how social capital can address educational disparities and promote sustainable development in rural communities.

Parent Involvement in School Programs: How Parents are Actively Involved in Islamic Kindergarten

The purpose of this study is to describe parental involvement in school programs at Nurul Iman Islamic Kindergarten, Mataram City, as an effort to support the advancement of early childhood education (ECE). This research employed a qualitative approach using a case study method. Data collection techniques were carried out through triangulation, and data analysis was conducted inductively/qualitatively, with the researcher serving as the primary instrument. The study subjects included classroom teachers, the kindergarten principal, and parents of the children. Data analysis was conducted systematically by organizing, categorizing, synthesizing, and interpreting data from interviews, field notes, and documentation. The results indicate eight forms of parental involvement in school programs, including Committee Meetings, Inspiration Classes, Parent Classes, Parenting Classes, Sabtu Budaya, Outing Classes, Parent-Child Competitions, and the Maulid Nabi celebration. This involvement significantly benefits and supports the educational development of children. The parental involvement programs were successfully implemented and aligned with the planned objectives. Parents were not merely financial supporters but also participants, supporters, decision-makers, program implementers, and school committee members. This demonstrates strong collaboration between the school and parents in supporting early childhood education. The study, conducted in a single Islamic kindergarten, limits generalizability to broader contexts. Future research should compare diverse educational settings, incorporate parent surveys, and focus on long-term impacts. Reliance on interviews and documentation may overlook socio-economic influences. Additionally, researcher subjectivity suggests the need for more standardized methodologies.

Evaluating nurses’ adherence to the seven rights of medication administration in an Indonesian hospital: A cross-sectional study

Background: Patient safety is a critical focus in Indonesia, particularly in medication administration, where adherence to the “seven rights”—the right patient, drug, dose, route, time, documentation, and information—is essential. Despite established protocols, medication errors remain a challenge, highlighting the need for improved adherence among nurses, who are key players in ensuring safety. Objective: This study aimed to assess nurses' adherence to the “seven rights” of medication administration and explore its relationship with nurse characteristics such as age, education, and career level at Bogor Hospital, Indonesia. Methods: A cross-sectional descriptive study was conducted in May 2024 with 35 nurses selected via purposive sampling. Data were collected through non-disclosed observations using a questionnaire of “seven rights of medication administration” based on Bogor Hospital’s Standard Operating Procedures. Adherence was evaluated using the Gudman scale. Statistical analyses included descriptive and bivariate (chi-square) tests using SPSS version 23. Results: The majority (57.1%) of nurses partially adhered to the “seven rights,” 25.7% fully adhered, and 17.1% did not adhere. All nurses consistently performed key practices such as patient identity verification and medication checking (100%). However, only 57% provided patient education. Career level significantly influenced adherence (p = 0.009), with higher-level nurses showing better adherence. Age, gender, and education level showed no significant correlation. Conclusion: While adherence to core protocols was high, gaps in patient education highlight areas for improvement. Targeted training and educational advancements, especially for entry-level nurses, are essential to enhance patient safety and medication administration practices. However, further studies are needed to validate the findings.

Institutional readiness for the implementation of micro-credentials in higher education

Micro-credentials (MCs) are gaining traction in higher education, aligning with Open, Flexible, and Distance Learning (OFDL) ideals. Despite the growing interest, their full impact on academia is still being debated. This highlights the need for research into the institutional factors essential for integrating MCs successfully, particularly as they bridge traditional education with OFDL modalities. Our study utilized the Delphi method, engaging 12 experts on MCs in higher education. These professionals shared their experiences and the challenges of implementing these programs. A thematic analysis yielded an Institutional Readiness for MC Implementation (IRMI) framework with 12 dimensions, revealing key internal and external factors that offer both operational and strategic approaches for successful MC implementation. These include human and financial resources, infrastructure, accreditation, governance, curriculum, transferability, competitor, partnership, market demands, industry standards, and government policies. This framework can help institutions evaluate their readiness for integrating MCs and facilitate deployment within OFDL environments. It holds considerable implications for educational policy and practice, offering a systematic approach to help institutions adapt to emerging educational advancements The findings presented in the article lay the foundation for broader discussions about the strategic adoption of MCs, reinforcing their establishment as a core feature of modern higher education.

Exploring socio-cultural influences on generative AI engagement in Nigerian higher education: an activity theory analysis

AbstractThis study explores how socio-cultural dynamics influence student engagement with Generative AI technology in Nigerian higher education, using activity theory as theoretical underpinning. By examining the roles of community norms, technological accessibility, and educational objectives, the research identifies critical factors that impact the adoption and utilisation of GenAI. We employ quantitative analysis to analyse 899 survey responses from students across seventeen (17) Nigerian universities to derive interesting insights. Findings reveal that the ease of use of GenAI tools and their alignment with educational goals enhance student engagement. Conversely, regular need for technical support negatively affect engagement, suggesting underlying technological issues. These insights provide actionable recommendations for educators, administrators, and policymakers, emphasising the importance of user-friendly GenAI tools, comprehensive training programs, and robust support systems. This study contributes to the understanding of technology adoption in culturally diverse educational settings and offers strategies to improve educational practices and outcomes both in Nigerian higher education and also potentially in other African (developing countries), where similar socio-cultural dynamics might influence technology integration and educational advancements.

The Implementation of Quipper Campus in English Language Assessment: A Qualitative Case Study

Technological advancements in education are encouraging the next generation to enhance skills in computer-based learning. Educational media, such as Quipper Campus, have increasingly adopted online platforms to make learning more effective and efficient. This study explores teachers and students perceptions of using Quipper Campus in teaching and learning process, especially for English class. This research also focuses on the implementation of Quipper Campus on assessments aspect and investigates how the platform can facilitate effective and efficient assessment processes. The research was conducted at university level in Indonesia, involving ten English lecturers and thirty students which are selected through purposive sampling. A qualitative case study approach was employed, using interviews, observations, and documentation as data collection instruments. Data analysis followed Miles and Huberman’s approach, consisting of data reduction, data presentation, and conclusion drawing. The findings indicate that Quipper Campus supports seven of the eleven types of assessments defined in Permendikbud No. 66 of 2013 on educational standards, including self-assessment, authentic assessment, portfolio-based assessment, and daily tests. Moreover, Quipper Campus’s adaptability is highlighted as it supports multiple curriculum standards, allowing teachers to provide relevant and tailored content. However, mid-semester and end-semester tests are not implemented on the platform due to Quipper lacks comprehensive security features to prevent cheating during exams, such as automatic proctoring, plagiarism detection, or browser locking.

Digital technologies as enablers of universal design for learning: higher education students' perceptions in the context of SDG4

Digital technologies are essential for transforming educational environments, particularly in higher education. These tools have revolutionized information access and enable flexible approaches within Universal Design for Learning (UDL). This educational model integrates findings from educational practice, research, learning theories, technological advances, and neuroscience to provide concrete proposals for implementing diverse teaching practice that accommodates different learning needs. Building on universal design concepts, UDL is structured around three neurological learning systems (affective, recognition, and strategic) and advocates three corresponding principles: multiple means of engagement, representation, and action/expression. Aligning with current parameters of quality education for all, UDL incorporates diversity as a fundamental premise in instructional planning to ensure equitable learning opportunities for all students. This framework enables teachers to create flexible curriculum designs that enrich learning, reduce barriers, and provide accessible educational opportunities. This research examined how digital technologies can enable UDL implementation by analyzing higher education students' perceptions. Using a quantitative methodology with a descriptive scope, data was collected through a specially designed Likert-scale questionnaire. The instrument demonstrated high reliability (Cronbachʹs α = 0.97). The sample included students from the Mexican public university system (n = 235) studying pedagogy and education. Results showed favorable perceptions of technology use in UDL across all three principles: representation (what to learn), action and expression (how to learn), and engagement (why to learn). They suggest that digital technologies can expand learning capacity and enhance skill development among university students in the UDL context. However, it should be noted that they need to be carefully integrated into educational frameworks designed and tested for their effectiveness; without such integration, their application may be ineffective or even counterproductive to learning processes. The findings demonstrate the potential of this design as a practical and theoretical model to, in line with current trends, contribute to the achievement of SDG4, promoting quality in education and learning opportunities for all. This will be helpful for institutions seeking to implement technology-enhanced UDL strategies while having broader implications for the body of research for improving higher education.

Physical activity promotes well-being: medical students’ engagement and perspective. A cross-sectional study scoped through innovation and technology

Background: The role of physical activity (PA) in health promotion is further complimented by its disease preventive value. Future doctors’ involvement and advocacy in diverse aspects of such significant role is still under evaluation. Objectives: This study aimed to assess medical students’ overall PA engagement and their perspective, and to identify whether their level of engagement affects their advocacy and promotion, while discussing related educational innovations and technological advances. Methods: Through a cross-sectional observational study design, stratified sampling from third-, fourth-, and fifth-year medical students attending Nile University, Sudan, during the period from February to April 2020, were included. Descriptive data analysis was done using the SPSS software, and presented including, frequencies, cross-tabulation, Chi-square testing with 95% confidence level, and a P value, after data collection via a structured questionnaire adopting parts of the IPAQ. Study has been reported in line with the STROCSS criteria. Results: Out of 188 students, 43% males and 57% females, less than half (91, 48.40%) participated in planned PA, and majority (156, 82.98%) agreed with its health-related significance. Few (57, 30.32%) considered academic load as a barrier, and only 20 (10.60%) were not actively promoting PA engagement to others. Most PA participants were males (57.14%), leaning toward group-based activity (54, 59.34%), making regular plans (51, 56.04%) and motivated by self-health promotion (86, 94.51%) (P < 0.05). Despite majority of students (82.98%) agreement on PA’s benefits, nearly half (51.60%) do not engage, Similarly, overall advocacy for PA promotion in relation to specific people was not statistically significant (P = 0.21). Embedding PA into undergraduate curriculum, use of PA report cards, exercise prescription training and targeted mentoring, in addition to digital bracelets, smart phone applications and internet-based social media, had positive impact on PA participation and promotion. Conclusion: Medical students’ understanding of PA health related significance did not equate to increase engagement, despite active promotion. Curricular integration of PA should accompany recent innovative educational strategies to increase their participation and advocation. Future studies are needed to evaluate the role of technology-based and AI-driven PA in achieving this goal.

Teaching methodologies in calculus for engineering: a quantitative analysis

This research quantitatively analyzes worldwide university studies on teaching Differential and Integral Calculus, comparing them with the challenging Brazilian context, which historically faces high rates of failure. Following a Systematic Literature Review structure, 122 documents from different databases (Capes, Scopus, Web of Science, and Science Direct) were reviewed. The focus was placed on worldwide teaching methods for differential and integral calculus, with defined filters and inclusion/exclusion criteria for relevance. According to the results, there is a global rise in alternative and active teaching and learning methods usage. Thus, technological advancements in calculus education through software and group work are highlighted as other means to establish a more student-centric and achievement-oriented learning process. Despite the global progress in teaching calculus, the comparison with Brazil reveals the need to enhance teaching methodologies in national institutions, given the limited number of published studies exploring alternative teaching approaches.

Opportunities for Incorporation of Primary Palliative Care in Acute Care Surgery: A Narrative Review.

Palliative care is highly relevant to acute care surgery due to the patient populations and severity of illness. Efforts to routinely incorporate palliative care principles in the practice of acute care surgery by the primary surgical team may benefit patients and their families. We present a narrative review of the literature examining the current state of incorporation of primary palliative care in acute care surgery, including basic principles and strategies, evolving approaches, limitations, and opportunities for growth. Implementation begins with early identification of patients who may benefit from primary palliative care. Primary palliative interventions may include medical symptom management, patient and caregiver support, and use of frameworks for communication in the setting of severe illness. Significant barriers to primary palliative care practice exist, including institutional differences in approaches to primary palliative care, socioeconomic and cultural factors, and varying patient and clinician perspectives about the role of primary palliative care. Over the last few decades, there has been increased awareness of a role for primary palliative care in acute care surgery, leading to recent advances in quality, education, and advocacy. Despite the known benefits of primary palliative care, it is still underutilized in acute care surgical patients. Shifting attitudes toward primary palliative care are helping to increase its use in surgical settings as well as promote education for surgical trainees. However, it is important to recognize the many opportunities for improvement of primary palliative care incorporation in acute care surgery.

The Planning of Human Resource Management with Labor Market Needs: A Case Study at SDN 28 Pontianak Utara

Background: Effective HRM planning is essential to ensure that educational institutions can meet the competency requirements of teachers in line with current educational advancements and labor market needs. Purpose: This study aims to analyze human resource management (HRM) planning at SD 28 Pontianak Utara in alignment with labor market demands. Design/method/approach: This research employs a qualitative case study approach, with data collected through in-depth interviews, observations, and document analysis. Participants include the school principal, teachers, and other educational staff at SD 28 Pontianak Utara. Results: The findings reveal that HRM planning at the school requires improvement, particularly in the development of teacher competencies and curriculum adjustments to meet future labor market demands. A gap was identified between the skills taught at the school and those required by the labor market, particularly in technology and 21st-century skills. Contribution/value: This school needs to conduct a comprehensive evaluation of its HRM planning to enhance the relevance of education to the workforce. Recommendations include providing regular training for teachers and updating the curriculum to align with the evolving demands of the labor market.

진로전담교사 전문성 척도 개발 및 타당화 연구

Objectives This study aims to develop a scale to assess the professionalism of career teachers and to confirm the reliability and validity of the scale. Methods To achieve this, preliminary items for the scale were constructed by reviewing previous studies and existing relevant scales. The content validity of the preliminary survey items was then confirmed by reviewing them with content experts and field experts in career education and career counseling. A preliminary survey was conducted with 173 current career teachers, and then the main survey was conducted with 225 current career teachers. Reliability analysis and factor analysis confirmed the factor structure, and convergent, discriminant and concurrent validity tests produced a final scale of career teacher professionalism consisting of 9 factors and 32 items. Results The 9 factors of a career teacher's professionalism include ‘multifaceted professional knowledge including career, education, counseling, etc.’, ‘respect for diversity’, ‘open-mindedness to try new things’, ‘passion with affection’, ‘collaborative and progressive problem solving’, ‘facilitation of student-directed growth and development’, ‘positive contribution to career education advancement’, ‘broad personal experiences’, and ‘community learning experiences’. Conclusions As the career teacher professionalism scale developed in this study was found to be reliable and valid, it can be used as a useful tool to measure career teacher professionalism in future research.

Pharmacogenomics education in China and the United States: advancing personalized medicine.

Pharmacogenomics (PGx), an integral part of functional genomics and molecular pharmacology, has evolved significantly over the past decade. Our study reveals that PGx education in China and the United States has made substantial progress, with a particular emphasis on integrating PGx into medical curricula and clinical practice, leading to improved therapeutic strategies and patient outcomes. Consequently, both China and the United States are dedicated to fostering advancements in PGx education. This paper reviews PGx education in these two countries, highlighting its importance and providing an in-depth look at the current status and challenges within universities and clinical settings. Furthermore, it offers recommendations for advancing PGx education and contemplates future trends in both nations.

Dimensions of Parental Involvement in Refugee and Migrant Students' Education: Views of Parents and Teachers of Zones of Educational Priority (ZEP) Classes of a Greek Intercultural High School

ABSTRACTParental involvement and its various aspects regarding students' education have drawn scholarly attention over the last few decades. Parents from minoritised backgrounds lack opportunities for active participation in their children's education, which, in turn, could prove fruitful for children's academic progress and future social inclusion. The present case study approaches views on parental involvement in Zones of Educational Priority (ZEP) classes, as displayed by Greek language teachers, as well as by a sample of ZEP students' parents, stemming from refugee and migrant backgrounds. It specifically addresses experiences discussed by both parents and teachers in the process of communication across settings, the emerging patterns from both sides, and the strategies considered as most effective for home–school communication by the participants. The current study corroborates previous research on the importance of parental involvement in refugee and migrant education and further advances it through participants' perspectives on solutions. It constitutes an effort to encourage more extensive research and potentially impact the design of educational policies and practices on parental involvement regarding ZEP classes.