Collaboration In Education Research Articles

Envisioning Future Workforce Adaptability: A Multi‐Layered Analysis of Skills Ecosystems in Vietnam's Emerging Economy

ABSTRACTThis study employs an innovative integration of Causal Layered Analysis and Futures Studies methodologies to examine persistent skills mismatch issues in rapidly developing labor markets. Through a multi‐layered analysis of cultural, systemic, and metaphorical factors, combined with the development of future scenarios, we provide a comprehensive understanding of the complex dynamics underlying skills gaps in fast‐growing economies. Our research reveals that traditional perceptions of education, systemic inefficiencies, and evolving economic demands contribute significantly to the misalignment between workforce skills and market needs. The study develops four alternative future scenarios, with the “Adaptive Innovation Ecosystem” emerging as the preferred vision for addressing skills mismatch challenges. This scenario emphasizes lifelong learning, AI‐driven skills forecasting, and deep industry–education collaboration. Our findings contribute to theoretical understanding and practical policy formulation by bridging deep cultural analysis with forward‐looking scenario planning, offering insights for cultivating adaptive workforces in rapidly transforming economies.

Language–Subject Teacher Collaboration in English-Medium Higher Education: Current Practices and Future Possibilities

The collaborative competence of subject (discipline) teachers and language (English for academic or specific purposes) teachers in higher education is a central concern in English-medium instruction contexts, where they frequently interact. This brief scoping review provides a snapshot of the current state of English-medium instruction teacher collaboration and guides collaborative practice to better support language teachers, subject teachers and (ultimately) students. The review is restricted to empirical studies and focuses on the forms of teacher collaboration, barriers to collaboration, and strategies to overcome these challenges. Teacher collaborations occur at institutional, departmental and individual levels, and, at each level, some obstacles limit the effectiveness and sustainability of collaborations. Proposed solutions range from individual initiatives to systematic institutional support. Based on these findings, the paper concludes with practical recommendations to enhance future collaborations.

Designing an AI-enhanced blockchain and FinTech curriculum for youth: a case study of educational and industrial collaboration

Designing an AI-enhanced blockchain and FinTech curriculum for youth: a case study of educational and industrial collaboration

Collaboration in Special Education: A Commentary on Where We Are and Where We Need to Go

ABSTRACT In this special issue, authors have explored a variety of topics related to collaboration in special education (i.e. IDEA, co-teaching, working with families and para-educators, and teaming to develop and implement behavior plans) and issued calls to action. In this commentary, we acknowledge that special education is built on collaboration, much like medicine and other professions, and we argue that we can learn from these other fields. To get closer to the ideals put forth in IDEA and widely described in the professional literature, special education professionals need to first achieve consensus on the knowledge and skills necessary for effective collaboration. Personnel preparation faculty and professional development providers should then teach those skills to all pre- and in-service special education personnel and evaluate their use; researchers should conduct further research to understand supporting conditions for and outcomes of effective collaboration in various education contexts.

Utilizing simulation-enhanced interprofessional education to identify differences in healthcare students' collaborative practice behaviors: A mixed method study.

Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations. This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams. Mixed methods explanatory design. Sixty-Eight doctorate of nurse practitioner, dental and pharmacy students from a large research-intensive university in the United States. The Interprofessional Education Collaborative Competency Self Efficacy Tool (IPECC-SET27) was used to collect quantitative data. Qualitative data was collected through recorded simulation debriefing sessions. One hundred and thirty-six quantitative surveys were collected, and 214 qualitative responses were reviewed from the 48 simulations and recorded debriefing sessions. Paired t-tests and directed content analysis were used to infer the quantitative and qualitative impact of SIM-IPE on all students in an interprofessional team and differences among each profession. After SIM-IPE, all students showed statistically significant increases in mean CPB scores for all 27 items (ρ<0.0001) for IPECC-SET 27. Students perceived their CPBs when caring for underserved individuals improved most in Teams and Teamwork item one (48%, n=103). Comparing individual professions and CPB skills; Values and ethics (14%, n=8) for pharmacy, roles, and RESPONSIBILITIES (28%, n=24) and Communication (32% n=27) for dentistry, and teams and teamwork (61% n=43) for nurse practitioner had the greatest impact and were most frequently reported. Significantly increased mean scores in competence for CPBs was demonstrated. CPB differences were evident among professions. Educators must understand professional CPB differences and develop SIM - IPE that promotes development of collaborative practice-ready healthcare professionals.

Interdisciplinary Approaches in Doctoral and Higher Research Education: An Integrative Scoping Review

Interdisciplinary approaches are increasingly integral in doctoral and higher research education, addressing complex global challenges through collaborations across disciplines. This review investigates the benefits, challenges, and educational impact of interdisciplinary approaches in doctoral research. This scoping review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and uses an integrative narrative synthesis. The review was conducted using four major academic databases (ERIC, PubMed, Scopus, and Web of Science) with an exploratory search using keywords related to interdisciplinary approaches, doctoral studies, and academic collaborations. The review synthesized evidence from studies published in English, focusing on interdisciplinary research in doctoral education, with no restrictions on study design. Eligibility criteria were based on the SPIDER tool (Sample, Phenomenon of Interest, Design, Evaluation, Research Type). The search was completed on 25 September 2024. The initial search retrieved n = 954 articles, with n = 167 articles being reviewed for the integrative synthesis. The review included studies that examined interdisciplinary collaborations in doctoral research, highlighting the benefits such as skill versatility, career readiness, and research adaptability. The challenges discussed included academic culture differences, communication barriers, and institutional silos. The role of academic institutions and supervisors in supporting interdisciplinary research through fostering collaborative environments was emphasized. The review provides insights into how interdisciplinary approaches can enhance doctoral education, preparing graduates to tackle global challenges. It highlights the need for improved integration of interdisciplinary practices in doctoral research and outlines future directions for fostering interdisciplinary collaborations in higher education.

Advancing cultural humility in pharmacy education: Insights from interprofessional experiences for varied learning modalities.

Effective pharmacy education requires incorporating interactive and engaging strategies that encourage collaboration among people from diverse backgrounds. Activities that forward cultural humility in combination with interprofessional education (IPE) are beneficial to achieve a comprehensive educational experience for enhanced patient centered care and effective teamwork between colleagues. Moving beyond travel seminars and Advanced Pharmacy Practice Experiences (APPEs), these goals can be met through numerous educational formats, which can be tailored to the needs of the course using institutional resources available. Professors at Drake University in Des Moines, Iowa, United States, have developed and enhanced examples from two courses to advance cultural understanding and IPE. One of these courses was designed as a global classroom experience with professors from Tecnológico de Monterrey in Guadalajara, Mexico between 2016 and 2024. Both institutions value a focus on patient-centered awareness and address social determinants of health through cross-cultural experiences. This article underscores how diverse learning modalities, including in-person, hybrid, and virtual formats, can incorporate varied perspectives and foster interprofessional collaboration in pharmacy education. Course initiatives have involved partnerships between academic institutions and placed an emphasis on engaging with community organizations both in-person and virtually during students' formative years, with the goal of strengthening cultural humility and awareness of health needs of at-risk populations in their communities and beyond.

Advancing Patient Advocacy in Mycology: Cultivating Collaboration in Education, Research, and Policy

In the healthcare landscape, diseases such as cancer and HIV/AIDS have benefited from the patient's perspective. For fungal diseases, the patient voice remains absent in critical areas such as policy formulation, funding decisions, and research priorities. Patients affected by fungal disease, along with their caregivers and advocacy groups, possess invaluable insights into the challenges and unmet needs they face. By elevating their voices and experiences, policymakers, funding agencies, and researchers can gain a more comprehensive understanding of the multifaceted nature of fungal disease and the urgency of addressing them. This paper addresses the pressing need for a coordinated effort to elevate the patient voice in advocating for improved policies, increased funding, and enhanced research initiatives regarding fungal disease.

Teachers’ perceptions of interprofessional collaboration in higher education: Contributions to a framework

Teachers’ perceptions of interprofessional collaboration in higher education: Contributions to a framework

Prevention of Obesity in The Elderly Through Health Promotion Interventions: Literature Review

The incidence of obesity among the elderly is rising in many countries, including Indonesia. To address this issue, effective interventions are necessary to change lifestyle and dietary habits, such as through social marketing and health promotion initiatives for the elderly. Preventing obesity in this demographic through social marketing can involve educational campaigns, intervention programs, community empowerment, and collaboration with various stakeholders. This study aims to identify strategies to prevent obesity in the elderly through health promotion interventions. The study is a literature review following the PRISMA 2009 protocol. Articles were sourced from Google Scholar, ScienceDirect, and PubMed databases, focusing on those published in the last five years (2019 until 2024) and discussing obesity in the elderly. The search used keywords like "obesity," "elderly," "prevention," and "health promotion" with Boolean operators. Out of 98,447 articles found, only 8 met the inclusion criteria and were selected for further analysis. The review concluded that increasing awareness and preventing obesity in the elderly can be achieved through educational methods using various media, including print and audiovisual aids (AVA), health education, and regular check-ups.

A Patient-Centered Perspectives and Future Directions in AI-powered Teledentistry

This scoping review investigates the integration of AI into teledentistry with a focus on patient-centered perspectives and future directions. Teledentistry has progressed rapidly in the COVID-19 pandemic period, providing remote dental care by means of digital communication technologies.The introduction of AI has made diagnosis more precise, treatment planning more personalized, and processes more efficient and have also made dental services better accessible to the underserved. AI algorithms help in early diagnosis of dental issues, provides customized treatment plans, and improve patient outcomes. Despite the advantages, still many challenges exist. These are ethical concerns, data privacy issues, and regulatory hurdles that prevent widespread adoption. Use of AI in dental settings results in patients having mixed sentiments surrounding trust and data security arising out of fear of having reduced personal interactions with providers. Additionally, AI driven teledentistry is not validated in large scale clinical setting and cost effectiveness assessment which undermines scalability. This review identifies gaps in existing research and provides guidance for how patient-centered applications further facilitate increased transparency, AI education, and cross-disciplinary collaboration among dentists, computer scientists, ethicists, and policymakers. The future research should include clinical validation, economics, and ethical standards to make AI teledentistry use responsible and inclusive. This scoping review equips clinicians and researchers with a roadmap for responsible, patient-centered implementation of AI-enabled teledentistry, offering practical strategies and insights to enhance the quality and accessibility of remote dental care.

Assessment of Learning in Mathematics Education: A Neoliberal Root of Colonialism

Assessment of learning (AfL) has been taken as one of the significant tools for assessing the students' learning outcomes in the educational landscape of Nepal and possibly other countries as well. However, it generally segregates the learners into two mutually exclusive groups of success and failure rather than exploring teaching-learning status for the grand purpose of improving it. AfL isolates the assessment from the learning because it is executed at the end of the academic session by external authorities in the name of maintaining the reliability and validity of the test to ensure quality standards of education. Against these backdrops, this argumentative paper tries to uncover how AfL becomes a tool in the hands of colonial power centres and supports indoctrinating neocolonial agendas of open markets backed by economic rationality. I have realized that AfL not only focuses on competition and efficiency without considering the sociocultural, historical and economic backgrounds of the learners but also neglects other aspects of education—collaboration, interdependence, mutual respect and empathy. Likewise, it supports for instigating blaming culture and a winner-takes-all approach mentality in practitioners contribute to perpetuating and legitimizing social, economic and epistemic injustices. I have also found that most of these attributes are the product of the neoliberal economic policy of the state that does nothing but hand over everything to the open market. From this perspective, AfL has promoted the agenda of neoliberalism, which is backed by colonialism. The implication is that before assessing the learning outcomes of the learners, we must take into consideration the sociocultural, historical and economic backgrounds of the learners and their ways of seeing, knowing and valuing the outer world; otherwise, the assessment becomes meaningless.

DEVELOPMENT AND USABILITY ANALYSIS OF EFLORACYNTOK: A DIGITAL BOTANICAL REPOSITORY FOR HERBAL PLANT CONSERVATION

The Digital Botanical Repository at Universiti Utara Malaysia (UUM) is an initiative designed to support the conservation and study of herbal plants, reflecting the region's rich biodiversity. This repository aims to bridge the gap between the physical herbal plant garden and a wider audience by providing detailed plant profiles and advanced search functions online. The problem addressed by this study is the limited accessibility and engagement with the herbal plant garden's resources. Despite the garden's potential as a useful educational and research tool, physical access is limited, and there is a need for a more efficient way to disseminate information about the herbal plants it houses. The objective of the repository is to improve access to and engagement with the garden's resources, enhance research capabilities, and support educational initiatives. By digitizing the plant information and making it available online, the project seeks to reach a broader audience and promote the garden's use in various academic and research contexts. The methodology for developing the repository involved several key phases: conducting a requirement analysis to understand user needs, designing a database to store extensive botanical data and high-resolution images, creating a user-friendly and scalable interface, integrating the database with the interface, and implementing advanced search functionality. Usability testing was conducted using the Website Analysis and Measurement Inventory (WAMMI) framework to ensure a high standard of user experience. The findings from usability testing indicated that while users generally found the repository effective and engaging, there were issues with efficiency, error tolerance, and ease of learning. For instance, 49% of users agreed that the website seemed logical, but some experienced difficulties with navigation and search functionalities. The impact of this study is significant for botanical conservation and research. By addressing the identified usability issues and implementing suggested enhancements such as interactive educational tools, user-generated content, multilingual support, and collaborations with other botanical institutions, the repository can further its role as an invaluable resource.

Peran Kolaborasi dalam Perguruan Tinggi

This research aims to analyze the role of collaboration between universities in improving the quality of education and research. This research uses a literature review method by collecting data through in-depth analysis of various relevant and reliable sources, such as scientific journals, academic books, research articles and other documents that support the research topic. The data analysis process uses a qualitative descriptive approach, where the collected data is analyzed by identifying main themes, patterns and key concepts from the literature reviewed. The results of the analysis show that collaboration in higher education is an important strategy in improving the quality of education and research. Based on the analysis that has been carried out, it can be concluded that collaboration between universities is proven to have a significant role in improving the quality of education and relevance of research. Through partnerships, universities can share resources, such as facilities, experts and knowledge, which have a positive impact on academic development and graduate competency.

Gamifying Learning with AI: A Pathway to 21st-Century Skills

ABSTRACT This systematic review examines how gamification and artificial intelligence (AI) can converge to foster essential 21st-century skills like creativity, collaboration, and critical thinking in education. The review followed the main PRISMA statement guidelines, resulting in 175 articles for qualitative content analysis and bibliometric network visualization using VOSviewer. Key findings emerged: 1) Priority skills included creativity, collaboration, communication, and critical thinking. 2) Gamification enhances motivation, engagement, and skill acquisition via game elements. 3) AI personalizes learning experiences, provides feedback, and adapts gamified content. 4) Social interactions in virtual gamified environments promote collaboration. Gamification taps into motivational aspects of games, while AI enables personalized, adaptive learning experiences. Together, they offer innovative strategies for transforming education into an engaging, personalized process for developing vital competencies. This review provides valuable insights for teachers, instructional designers, and policymakers seeking to prepare students for future challenges through leveraging gamification and AI in fostering 21st-century skills.

Challenges in Toileting Evaluation and Interventions for Children With Cerebral Palsy: A Delphi Study.

Toileting difficulties have a significant impact on the daily lives of children with cerebral palsy (CP), yet research on this issue remains inadequate. There is a critical need to better understand the challenges health care professionals face in addressing toileting difficulties. To explore challenges faced by health care professionals in toileting evaluation and interventions for children with CP ages 6-18 yr. A mixed-methods study with a two-phase exploratory sequential design and using a global Delphi consensus technique. Email communication. Fifty-two national and international allied health professionals and 16 mothers of children with CP were involved in the preparation of the Delphi questionnaire. Additionally, 162 professionals participated in the Delphi study. Challenges were identified and refined iteratively through the Delphi questionnaire. Consensus was measured using a Likert scale, considering agreement percentages and median scores. The study revealed strong consensus (94.4%), emphasizing the need for comprehensive training, particularly in working with pediatric populations. Concerns about limited research on and training in toileting function (88.9%) and challenges such as inadequate assessment environments and sanitation facilities (96.9%) underscore the need for practical and innovative educational methods to illustrate toileting procedures. Additionally, the findings highlight concerns about toileting issues and diverse commitment levels among professionals. This study pinpointed critical challenges in toileting management for children with CP. These high-consensus findings stress the urgent need for holistic strategies, comprehensive education, and interdisciplinary collaboration to improve the quality of life and independence of these children. Plain-Language Summary: Toileting difficulties have a significant impact on the daily lives of children with cerebral palsy (CP), yet research on this issue remains inadequate. This study highlights significant gaps faced by health care professionals in understanding and addressing challenges in toileting evaluation and intervention for children with CP. Insights from professionals stress the critical need for global collaboration, standardized assessments, and improved education to effectively tackle CP-related toileting issues for children.

‘The upside-down’ healthcare professional students’ experiences of delirium: an all-Ireland focus group study

BackgroundDelirium is a complex neuropsychiatric syndrome characterised by an acute state of confusion, with a substantial impact on medical inpatients. Despite its growing recognition as a global healthcare concern, delirium remains underdiagnosed, partly due to a lack of awareness among healthcare professionals. The aim of this study was to explore how healthcare professional students experience caring for individuals experiencing delirium, the influence of their current pre-registration healthcare education, and importance of interprofessional teamwork in their role.MethodsThis qualitative study used a focus group approach to collect data from 40 healthcare professional students, including nursing, pharmacy, and medical students, across two universities in Ireland. The focus groups explored participants’ experiences of caring for people with delirium, their delirium education, and their collaboration with interdisciplinary teams. The data were analysed using a reflexive thematic analysis approach.ResultsFollowing thematic analysis, three themes are reported. The first is “The Upside Down,” revealing student perceptions of caring for people with delirium who are facing distressing situations. The second team reported is, “Teamwork Makes the Dream Work,” emphasising the critical role of interprofessional collaboration in delirium management and patient outcomes. Finally, the theme of “A Little Is Not Enough,” highlighted students’ critiques of current delirium education in their pre-registration training. Collectively, these themes illuminate challenges in delirium care, advocate for teamwork in healthcare settings, and call for improvements in educational preparation for future healthcare professionals.ConclusionsThis study contributes to the existing literature by providing insights into the perspectives of healthcare professional students on delirium care. The findings also highlight the challenging nature of caring for individuals with delirium and the need for improved delirium education and interdisciplinary collaboration.

Navigating Challenges in Online Cybersecurity Education: Insights from Postgraduate Students and Prospects for a Standardized Framework

This study focuses on the challenges encountered in online cybersecurity education. It adopts an exploratory research design using a mixed-methods approach to investigate the perceptions and experiences of postgraduate students enrolled in an online cybersecurity program. The collection of data is structured into two distinct phases. In the initial phase, qualitative insights are gathered through workshops with students and industry experts, followed by administering a questionnaire to delve deeper into students’ perceptions and challenges. Thematic analysis of the responses reveals significant interest in online cybersecurity programs but also highlights issues such as ineffective communication and poor engagement. The findings highlight the necessity for a standardized framework to improve communication, engagement, and overall effectiveness in virtual learning environments. By empowering instructors to design more interactive courses and leveraging technology efficiently, the framework aims to improve student motivation, satisfaction, and learning outcomes. Moreover, it serves as a valuable resource for institutions, fostering collaboration, and innovation in cybersecurity education. Implementing this framework will create a more conducive learning environment, directly enhancing student preparation for success in the dynamic field of cybersecurity.

Key factors in complex public health interventions to address vaccine hesitancy using a multidisciplinary approach: the VAX-TRUST project.

The VAX-TRUST project addresses vaccine hesitancy in seven European countries with a systematic and evidence-based approach. Interventions, targeting healthcare professionals, draw from behavioural and social theories. A checklist, inspired by the TIDieR (Template for Intervention Description and Replication), ensures a detailed description of actions, transparency and replicability. The intervention development process begins with collaborative meetings and systematic revisions, concluding with external evaluations for replicability in diverse public health contexts. This study aims to provide valuable insights for future complex interventions in public health, based on lessons learnt to reduce the risk of vaccine-preventable diseases. The analysis of educational interventions within the VAX-TRUST project has led to the definition of precise guidelines to ensure their replicability and adaptation to various contexts, attempting to establish a universally applicable approach. Active participant engagement and consideration of local social dynamics, beyond information transmission, have emerged as key factors to improve intervention effectiveness. Various educational tools and collaboration with academic institutions have contributed to strengthening credibility.

Generative artificial intelligence (AI) literacy in nursing education: A crucial call to action.

Generative artificial intelligence (AI) is revolutionizing healthcare, necessitating corresponding advancements in nursing education to ensure that future nurses are equipped for a technologically driven environment. This article explores the imperative integration of generative AI literacy in nursing education. The article delves into the practical challenges and opportunities presented by generative AI in nursing. It underscores the need for educators to adapt curricula and teaching methods to effectively incorporate generative AI learning, ensuring students are proficient in generative AI technologies and aware of their ethical implications. Defined as a core educational requirement, this section highlights the skills and knowledge that nurse educators must impart. It encompasses the ability to critically assess AI-generated content, understand the underlying technologies, and responsibly apply this knowledge in clinical settings. The article concludes by emphasizing the urgency of integrating generative AI literacy into nursing education. It advocates for a proactive approach to curriculum development and calls for global collaboration and standardization in AI education to address the diverse and evolving needs of healthcare.