Professionalism is a core competency in graduate medical education, yet research examining specialty-specific professionalism perceptions between trainees and faculty remains limited, particularly regarding the influence of role and institutional culture on these perceptions. This study examined how anesthesiology trainees and attendings perceive unprofessional behavior and whether these perceptions differ based on participant characteristics. A multisite cross-sectional survey was conducted at five anesthesiology residency programs from February to March 2024. Participants rated degree of unprofessionalism on 19 workplace vignettes depicting potentially unprofessional behaviors using a 7-point Likert scale. Vignettes were categorized into five themes: verbal, supervision, quality, time, and engagement. Proportional odds models examined differences in ratings based on role (trainee vs . attending), adjusting for gender, race, underrepresented status, and institution. Among 369 respondents (153 trainees, 216 attendings; 35.9% response rate), perceptions varied by scenario and participant characteristics. Six vignettes were more consistently rated as unprofessional (more than 80% unprofessional ratings), while four showed higher variability (less than 50% unprofessional ratings). Significant institutional differences were observed in five vignettes (odds ratios [ORs] less than 0.14 or greater than 3.7; P < 0.0001 to 0.027). Age influenced ratings of five vignettes (ORs, 0.75, 1.68, 1.63, 1.35, and 1.31, respectively; P < 0.0001 to 0.027), while gender, race, and underrepresented status showed no significant differences. After adjustment for demographics, trainees and attendings differed significantly in their ratings of 10 vignettes ( P < 0.0001 to 0.033). Attendings rated nine scenarios as more unprofessional than trainees (ORs ranging from 0.26 to 0.50), while trainees rated only one scenario as more unprofessional than attendings (OR, 2.01). Perceptions of unprofessional behavior among anesthesiology professionals vary significantly by role and institution. These findings underscore the importance of context-sensitive approaches to professionalism education that acknowledge diverse perspectives and institutional cultures while maintaining core professional standards.

This study aims to explore the research trends, thematic developments and future directions in doctoral education in nursing through a comprehensive bibliometric analysis. Descriptive and bibliometric analyses were employed. This study was based on 668 studies on doctoral nursing education retrieved from the Web of Science database. The data analysis and graphical presentation were conducted using the Bibliometrix Package in R software. Analytical techniques included keyword co-occurrence, trend topic and thematic mapping analyses. Between 1971 and 2024, 668 studies on doctoral education in nursing were authored by 2132 researchers and published in 144 sources, including peer-reviewed journals and conference proceedings. The field exhibited an annual growth rate of 7.49%. A limited increase (2.42%) was noted between 1971 and 2000, while a marked rise (18.11%) occurred in 2001-2024. The Journal of Professional Nursing published the highest number of documents, while the United States was the leading country in terms of both the number of documents and citations. Highly cited works addressed doctoral types in nursing, challenges of doctoral education in nursing, factors affecting success, global perspectives and standardisation efforts. Informatics and mentoring were the most trending topics. The most frequently used author keywords were nurse education, nursing, doctoral education, nursing research, DNP and PhD. Doctoral education in nursing is an active and developing field of study. It is seen that more research and especially international researcher cooperation are needed for the development of the field. Different country studies should be encouraged to ensure cultural diversity and inclusiveness in the field. This study identifies key research gaps and emerging themes. Its findings provide a foundation for future research and can guide curriculum development, international collaboration and policy decisions in doctoral nursing education. It is also the first comprehensive bibliometric analysis conducted in this field. No patient or public involvement.

The article examines the dual role of Maritime English instructors, highlighting the challenges they encounter when teaching this specialized form of English used in the global maritime industry. English serves as the primary lingua franca in international shipping, making effective communication crucial for safety, operational efficiency, and collaboration among multinational crews. Given the high-risk nature of maritime operations and the cultural diversity of personnel, clear and precise communication plays a vital role in preventing accidents and safeguarding human lives. Maritime English is regarded as a specialized branch of English for Specific Purposes (ESP), concentrating on the linguistic and communicative needs of maritime professionals. International organisations like the International Maritime Organization have set regulations and training standards that highlight the critical role of language competence in maritime operations. These standards mandate that seafarers possess sufficient communication skills for navigation, safety protocols, and emergency response procedures. Within this framework, Maritime English instructors assume a multifaceted professional role. They are responsible not only for teaching language skills but also for integrating technical maritime knowledge, operational terminology, and intercultural communication practices. Often, instructors must balance linguistic pedagogy with domain-specific content, even when lacking extensive maritime experience themselves. This gap creates challenges in bridging theoretical language instruction with the practical demands of maritime work environments. Another significant challenge is the diverse backgrounds of learners. Maritime students typically come from varied linguistic, cultural, and educational contexts, affecting their learning styles and language proficiency. Consequently, instructors must employ flexible teaching strategies that combine communicative approaches, task-based learning, and authentic maritime scenarios. Tools such as simulation exercises, real-life communication tasks, and technical documentation are commonly used to help students develop practical language skills relevant to their professional roles. The paper, also, underscores the importance of continuous professional development for Maritime English instructors. Effective teaching in this field demands collaboration between language educators and maritime experts, along with ongoing training to stay updated on industry developments, technological advances, and innovative pedagogical methods. Overall, the study highlights that Maritime English instructors play a crucial role in bridging the gap between language education and maritime practice. Their efforts significantly contribute to safer communication, enhanced professional competence, and the overall efficiency of the global maritime industry.

The global development of Artificial Intelligence (AI) frequently overlooks local values, potentially marginalizing cultural diversity, as observed in the Indonesian context. This research aims to formulate a contextual AI ethical framework rooted in Pancasila and Bhinneka Tunggal Ika. Employing a philosophical-conceptual approach with hermeneutic analysis, this study operationalizes abstract national values into concrete ethical guidelines. The framework comprises five core principles: (1) Transcendental Responsibility; (2) Human-Based Justice; (3) Digital Sovereignty and Social Cohesion; (4) Deliberative Governance; and (5) Distributive Justice. Furthermore, the principle of Bhinneka Tunggal Ika is integrated to ensure inclusivity and prevent technological cultural homogenization. This framework addresses the vacuum in national norms while offering a corrective perspective on cultural biases within universal AI ethics discourse. The findings serve as a strategic guide for AI governance, design, and auditing that is responsive to Indonesia’s pluralistic society and aligned with the Sustainable Development Goals (SDGs).

Abstract Teacher identity is crucial for aspiring teachers as they shift from learners to teachers, navigate multiple identities in various contexts, and develop professionally. This study explores the perceptions and emerging teacher identities of prospective teachers at a public university in New Jersey, USA, utilizing data collected through draw-and-write tasks and reflections. Guided by the grounded theory process, the findings revealed that initial perceptions of teachers ranged from simplistic and authoritarian to overly idealized, influenced by stereotypes and prior educational experiences. Fieldwork experience in an urban elementary school was identified as pivotal in challenging and transforming these perceptions, initially creating a sense of disequilibrium that led to a more nuanced understanding of the teaching profession. Furthermore, the study underscored the significance of inclusivity and cultural diversity in teacher identity formation, particularly among participants of color, emphasizing the desire and necessity for representation in the teaching workforce. Insights and implications for teacher education programs were discussed.

This article presents a qualitative narrative analysis of the mental health of girls and adolescents who are survivors of sexual violence in Peru, based on academic literature and policy documents reviewed between 2019 and 2024. The objective is to identify the main psychological consequences, barriers to accessing care services, and sociocultural determinants that influence institutional revictimization. Fifteen academic and institutional sources were reviewed and organized thematically for analysis. The findings reveal severe trauma such as anxiety, depression, and post-traumatic stress disorder, along with fragmented care pathways that perpetuate revictimization. Factors such as poverty, rural environments, cultural practices, and institutional weakness limit the effective protection of girls' rights. In Amazonian indigenous communities, such as Awajún and Wampís, territorial inequality, language barriers, and the absence of the state exacerbate vulnerability and hinder access to mental health care and justice. The study is based on a human rights and trauma-sensitive approach that recognizes girls as subjects of law and promotes coordinated and culturally relevant institutional responses. From feminist perspectives, sexual violence is understood as a mechanism of patriarchal and macho control (Kelly, 1988; Herman, 1992), reinforced by rape culture, which normalizes these attacks and reinforces impunity (Buchwald, Fletcher &amp; Roth, 1993). Intersectionality (Crenshaw, 1989) allows us to analyze how gender, age, ethnicity and territory intersect in the experience of survivors, showing that sexual violence cannot be addressed solely from universal frameworks. This work provides narrative and analytical inputs for the formulation of public policies centred on human rights, sensitive to trauma and respectful of cultural diversity. It highlights the urgent need to strengthen intersectoral coordination, design culturally relevant interventions and promote a research agenda that evaluates existing practices and reduces institutional revictimization.

Multiculturalism is a concept that explains the cultural diversity that exists within society and the importance of mutual respect for these differences. This article aims to explain the meaning, principles, and importance of multiculturalism in social life. The method used in writing this article is qualitative research with a library research approach. Data and information were obtained from various sources, such as books, journals, and scientific articles related to the concept of multiculturalism. The results of the study indicate that multiculturalism emphasizes tolerance, equality, mutual respect, and acceptance of differences in culture, language, religion, ethnicity, and traditions within society. With an understanding of multiculturalism, it is hoped that society will be able to live in harmony, peace, and cooperation despite their diverse backgrounds. Furthermore, the concept of multiculturalism also plays a crucial role in fostering unity and solidarity amidst existing diversity. Therefore, the application of multicultural values is crucial in social life and education to create a just, harmonious, and respectful society.

This study examines the negotiation of cultural values in Lombok Islamic boarding schools through an intercultural perspective. Its main focus is to analyze how pesantren become an intercultural space for negotiating cultural diversity amid modernization, using Bourdieu's theory. A qualitative approach with critical ethnographic methods was used. Data were collected from 36 participants, in-depth interviews with key informants, and document analysis. The findings show that the negotiation of cultural values occurs through three main mechanisms: the transmission of religious knowledge, the formation of student habitus, and the accumulation of cultural capital. This process is revealed through curriculum adaptation, modernization of learning systems, strengthening social networks, strengthening religious practices, and the inclusion of vocational and technological skills. As a result, pesantren emerged as a space where cultural encounters encourage collaboration rather than conflict. These findings contribute to the study of intercultural communication by positioning education as an active and reflective arena for value negotiation. Practically, this study recommends that Islamic boarding school leaders and policymakers integrate inclusive curricula and cross-cultural activities to enhance students' capacity to adapt, collaborate, and lead in diverse societies.

Abstract. Amidst growing cultural diversity in Indonesian schools, this study investigates interpersonal conflict among students in multicultural secondary schools and explores how the local value Songu Lara Mombangu informs school-based conflict mediation. Using a qualitative multiple-case study design, data were collected through in-depth interviews, participant observation, and document analysis in three culturally diverse schools in Central Sulawesi. Findings reveal that conflict often arises not from ethnic identity, but from miscommunication, divergent social norms, and peer dynamics. Although students’ awareness of Songu Lara Mombangu is limited, its values are reflected in daily practices of cooperation and relational repair. The study underscores the importance of culturally responsive counseling grounded in local wisdom. It contributes to expanding theories of social identity and intersectionality by offering a contextualized lens for conflict resolution. These insights support the development of inclusive educational policies and training programs that align with students’ cultural realities.

Motivation: The video game industry is a rapidly evolving, globalised creative sector in which companies face not only formal regulations but also strong informal institutional pressures. Social norms, cultural expectations, and community-driven standards influence how gaming firms design products, shape internal cultures, and respond to reputational challenges. Despite its importance, the role of informal institutions in this context remains underexplored in the strategic economics literature.Aim: The aim of this paper is to categorize specific informal institutions — ranging from internal workplace practices to external digital community norms — and analyze their functional relationship with formal corporate structures using Helmke and Levitsky’s typology. By doing so, the study identifies how these unwritten rules, often emerging outside officially sanctioned channels, influence strategic pivots in response to reputational and institutional crises.Materials and methods: The research adopts a qualitative comparative case study approach to examine three companies: Ubisoft (France), Riot Games (USA/China), and CD Projekt RED (Poland). The cases were selected for their cultural diversity, media visibility, and distinct community relationships. All three companies have also experienced major reputational crises, revealing different institutional responses and providing a common ground for comparison. Data sources include corporate communications, industry reports, media analyses, and secondary academic literature.Results: Findings show that informal institutions significantly influence corporate strategy, often surpassing formal regulations. Utilizing Helmke and Levitsky’s typology, the study demonstrates that workplace cultures and community norms act as substitutive, competing, or accommodating mechanisms. Digital platforms are identified as new evaluative infrastructures that enforce accountability when formal governance fails. Furthermore, global community pressures are filtered through national labour market models, consistent with the Varieties of Capitalism framework. Ultimately, these informal forces are critical for strategic pivots during reputational crises in the global creative economy.

In the era of globalization, modern educational institutions are faced with the demand to transcend national boundaries through integrated internationalization strategies. This study aims to analyze the strategies and dynamics of international management in modern educational institutions in Indonesia in an effort to maintain global competitiveness. Using a qualitative approach with a literature study method, this study examines several primary references consisting of accredited scientific journals and educational management textbooks. The results show that effective primary strategies include strengthening cross-border strategic alliances, standardizing quality based on international accreditation, and accelerating digitalization through an integrated learning management system. The dynamics found include administrative regulatory barriers, the need to adapt Human Resources competencies that are sensitive to cultural diversity, and challenges in implementing the concept of "Glocalization" which is balancing global quality standards with local wisdom values. This study concludes that the success of international management is highly dependent on transformational leadership that is able to manage organizational change flexibly and adaptively. The implications of this study emphasize the need for continuous investment in technological infrastructure and staff capacity development to face the uncertainties of the global education market.

Cultural, religious, and social diversity is an inseparable reality of modern society. On the one hand, diversity serves as a source of social enrichment; on the other hand, it has the potential to generate conflict if not managed wisely. In this context, tolerance becomes a fundamental value in maintaining social harmony. However, sustainable tolerance requires a strong ethical foundation, one of which is fraternity. This study aims to examine the role of fraternity as a pillar of tolerance in the development of a culture of world peace. This research employs a qualitative approach using a library research method by analyzing academic books, national and international journal articles, and official documents from international organizations related to fraternity, tolerance, and peace. The findings indicate that fraternity plays a strategic role in strengthening tolerance through the cultivation of empathy, dialogue, and social responsibility. Furthermore, fraternity functions as both a preventive and conflict-resolution approach in managing social tensions and serves as a foundational element in fostering an inclusive and sustainable culture of world peace. Therefore, strengthening the value of fraternity is essential for promoting tolerance and achieving peaceful, just, and harmonious social life at local, national, and global levels.

The author of this article presents an introduction to the review of Transcultural Concepts in Nursing Care by Boyle and colleagues (2025), a valuable resource for integrating cultural caring into nursing. The text draws on Leininger's theory of culture and care diversity and universality to provide a comprehensive, holistic view of culture care.

This article analyzes the effects of the Paulo Gustavo Law on the cultural sector in Rio Grande do Sul, considering its relationship with the strengthening of the creative economy and with the revitalization of cultural activities in the post-pandemic context. The study is based on the understanding that cultural public policies play a fundamental role in promoting artistic production, valuing cultural diversity, and generating economic opportunities linked to the creative industries. Methodologically, the research adopts a qualitative and exploratory approach, based on the analysis of cultural initiatives funded under the legislation, seeking to identify impacts related to cultural production, the circulation of content, and the mobilization of creative networks in the state. The results indicate that the implementation of the Paulo Gustavo Law contributed to the resumption of cultural activities affected by the pandemic, stimulating the development of projects in different artistic fields, particularly in the audiovisual sector. In addition, it is observed that public funding favored the expansion of participation among cultural agents, strengthening local creative ecosystems and promoting the diversity of cultural expressions. It is concluded that the law represented an important mechanism for stimulating the creative economy in Rio Grande do Sul, highlighting the strategic role of public policies in cultural development and in the dynamization of cultural production chains.

Abstract Patterns of biological diversity have been shaped by cultural practices in the past, while in turn, cultures and languages have evolved in close interaction with local species and ecosystems. However, in the Anthropocene, human activities are putting increasingly diverse pressures on ecosystems and cultures, resulting in accelerating threat levels on both. Understanding where biological and cultural diversity is threatened globally, and how far current and historical anthropogenic drivers such as colonialism shape their distribution is crucial for pinpointing hotspots and prioritizing efforts to counter these threats. We use global data on biological diversity (using amphibians, birds, mammals and reptile diversity as a proxy) and linguistic diversity (using as a proxy for cultural diversity) to estimate their current threat levels using the Red List Index framework. Using this data, we identify hotspots and coldspots of threat to both biological and linguistic diversity as well as a combined threat (here termed biocultural diversity threat). In a second step, we identify global drivers of biological, linguistic and biocultural diversity threat using beta‐regression models. We find that the spatial patterns of the erosion of biological diversity and linguistic diversity are only weakly congruent on a global scale and that they are driven by differential sets of mechanisms. These include the level of urbanization in the case of linguistic diversity threat and roughness, per capita GDP and the proportion of intensive agriculture for biological diversity. The only common driver of biocultural, linguistic and biological diversity threat was the increasing occupation time of European colonial powers. Hence, our results show that the European colonial expansion has left long‐lasting imprints on both biological and cultural diversity. This highlights substantial time‐lags of human past actions and can be readily translated to today where the globe is more connected than ever, illustrating the importance of understanding and alleviating contemporary anthropogenic pressures. Read the free Plain Language Summary for this article on the Journal blog.

ABSTRACT Research on language acquisition emphasizes the pivotal role of early linguistic input in shaping children’s development. However, most studies focus on English, limiting linguistic and cultural diversity. We extend prior work by characterizing the lexical and morphosyntactic profile of infant-directed speech (IDS) across the first year in Argentinian Spanish (3–5, 6–8, and 9–10 months). Sixty-four mother–infant dyads, native speakers of Argentinian Spanish with infants aged 3–10 months, participated. Semi-structured play sessions provided a corpus analyzed with CLAN software. Descriptive analyses indicated age-related patterns in Argentinian Spanish IDS. Infants aged 6–8 months received less diverse vocabulary, whereas older infants encountered greater diversity. Older infants heard more verbs, whereas younger ones heard fewer. Infants aged 3–5 months were exposed to fewer closed-class words, contrasting with those aged 9–11 months, who heard more of the closed-class words. There was a decline in the noun/verb ratio with increasing age, while the open-/closed-class word ratio peaked at intermediate ages. The present study both contributes to our understanding of how IDS structure changes during the preverbal period and extends the evidence base for non-English languages. Our results highlight the dynamic nature of maternal speech during the preverbal stage and underscore the value of examining diverse linguistic environments to capture the complexity of language-acquisition processes across different linguistic and cultural contexts.

Purpose The internationalisation of higher education is essential for global academic recognition and cross-cultural exchange. India, with its strong educational legacy, aspires to be a key global player but faces challenges in attracting international students despite initiatives like National Education Policy 2020 and Study in India. This study examines the barriers and strategic pathways to strengthening India's global higher education presence. Design/methodology/approach This study employs a systematic literature review (SLR), which is informed by a critical interpretive synthesis approach. It examines existing literature, policy documents and comparative global education frameworks to identify key determinants influencing international student mobility. It critically examines systemic issues within Indian HEIs and evaluates strategic interventions that can enhance India's appeal as a study destination. Findings The study highlights governance inefficiencies, infrastructure gaps, inadequate student support and curriculum misalignment as key barriers to India's global education competitiveness. However, India's affordability, cultural diversity and policy reforms offer growth potential. Strategic improvements in governance, curriculum, marketing and policy are crucial to closing the gap between aspirations and outcomes. Practical implications This article provides policymakers, educators and institutional leaders with a structured roadmap for strengthening India's position as an attractive international education destination. The recommendations focus on improving institutional frameworks, fostering international partnerships, enhancing student experience and leveraging India's competitive advantages to meet global benchmarks. Originality/value This study offers a first-of-its-kind, comprehensive and multidimensional analysis of the internationalisation of Indian HEIs, integrating governance, curriculum, infrastructure and global branding. Unlike prior research focusing on isolated aspects, it provides a holistic perspective, advancing discourse on higher education internationalisation in emerging economies and laying the groundwork for future empirical studies.

Traditionally, anesthesiology has been adiscipline with abroad pharmacological spectrum. In recent years, however, there has been aclear trend toward reducing this range of therapeutic options. Numerous well-established agents have lost importance in many hospitals or have disappeared entirely from the routine clinical practice. This decline is only partly based on new evidence, more often, didactic simplification, cultural standardization, ecological discussions and regulatory interventions by authorities play adecisive role. This article analyzes the causes and mechanisms of this therapeutic impoverishment and compares these developments with other medical disciplines. Finally, it outlines ways in which indication-based, evidence-oriented and differentiated pharmacotherapy in anesthesiology can be strengthened once again.

ABSTRACT The creation of visual artefacts for First Nations Peoples, particularly Aboriginal and Torres Strait Islander communities, requires a nuanced approach that accurately reflects the multiple existing diverse identities and cultures across so-called Australia. With the rise of artificial intelligence (AI) programs, such as DALL-E, over the past five years, with their ability to generate visual depictions from text prompts, concerns about gaps, inaccuracies and misrepresentations for diverse populations have become increasingly prominent. This article highlights the challenges we faced when using AI to visually represent First Nations Peoples’ identities and cultural themes in the production of two project newsletters. Given AI’s growing influence in areas such media, education and technology, its ability to shape or twist cultural narratives is profound. Misrepresentations generated by AI can perpetuate harmful stereotypes and contribute to the ongoing erasure of Indigenous cultures. Central to this issue is the lack of First Nations voices in AI development and the ethics of Indigenous data sovereignty. Through an eight-step framework, we show how to maintain sovereignty over this knowledge within digital spaces, allowing First Nations Peoples to control their own stories, identities and visual representations.

ABSTRACT The intercultural training of education professionals faces the challenge of responding to cultural diversity from more equitable models. This means decolonising professionals’ view and practices towards cultural identity, educational contexts and the mechanisms that reproduce and legitimise social exclusion. The objective of this study is to analyse an intercultural pre-service training course to identify the decolonial elements at play throughout the education postgraduate students’ autoethnographic narratives; to understand their perception of critical autoethnography as a training tool and draw implications to improve intercultural training. The methodology is based on the case study of a Master’s course at Universitat Jaume I, Spain, in which autoethnographies are used to account for the performative process of becoming an education professional from a critical intercultural approach. Sixty-four postgraduate students participated in the study, which analysed the autoethnographies of the last five years, triangulating with class diaries, observations, and participants’ feedback on the results. The findings show how postgraduate students rethink cultural identity from culturality, become aware of institutional racism and connect self-knowledge with social transformation, as critical citizens. The implications of autoethnography as a methodology for intercultural training focus on resistance to change and the generation of training spaces for thinking, creating and participating.