Purpose This study evaluates the effectiveness of African Career Networks (ACN) disability inclusion efforts by examining barriers and facilitators experienced by youth with disabilities participating in employment transition programmes, assessing the role of reasonable accommodations and analysing stakeholder attitudes that influence employer and university engagement. Design/methodology/approach A mixed-methods study employed an online survey (n = 92), focus group discussions and individual interviews with youth with disabilities who were current students and alumni of African Leadership Academy or Mastercard Foundation Scholars programme. Data analysis utilised a critical occupational perspective informed by the International Classification of Functioning, Disability and Health framework. Quantitative data were analysed descriptively, while qualitative data underwent thematic analysis across environmental factors that influence participation. Findings Results revealed diverse participation patterns among youth with disabilities, with mobility (40%) and visual impairments (31%) representing the largest demographics. Key barriers included inaccessible technology platforms, physical infrastructure limitations, negative stakeholder attitudes and inadequate communication systems. Facilitators included assistive technology, disability-sensitised staff, supportive peer networks and understanding employers providing reasonable accommodations. Participants emphasised the need for universal design principles, mentorship opportunities and comprehensive disability awareness training for employers rather than focusing solely on training persons with disabilities. Research limitations/implications The study's findings are limited by the relatively small sample size of 92 survey participants and the total population of 12 youth who participated in ACN's customised Career Readiness Curriculum, which may restrict the generalisability of results across the broader population of African youth with disabilities. Qualitative methods of research, however, emphasises the transferability of findings to similar contexts over statistical generalisability. The reliance on online data collection methods through MS Teams and Zoom platforms may have inadvertently excluded youth with disabilities who lack reliable Internet access or appropriate assistive technology, potentially underrepresenting the experiences of those facing the most significant digital barriers to participation. Originality/value This research provides contemporary empirical evidence from an African context on employment transitions for youth with disabilities, addressing a knowledge gap in disability employment research from African scholars. The study contributes novel insights into the effectiveness of targeted inclusion strategies and offers evidence-based recommendations for improving equitable access in graduate employment transition programmes across Africa. The findings inform policy implications for programme design of youth with disabilities' transitional efforts that challenge standardised approaches to support of this marginalised group.

The existing undergraduate training uses comprehensive models, including theoretical, preclinical, and clinical practice, and aims to provide the candidate with the specific knowledge and skills required to perform the relevant treatments. The prevalence of integrating new systems in endodontic education and their contribution to the applicability of endodontic treatments have not been evaluated from the perspective of trainees and educators before/after graduation. This study aimed to determine which endodontic preclinical training model contributes more to clinical applicability and success. In light of the obtained data, it seeks to raise awareness by proposing the most appropriate education model or model combination. A questionnaire was initially prepared and transferred to an online platform. The survey consists of 3 parts and 36 questions in total. The first part is about the participants' demographics. The second section assessed information on endodontic preclinical training models participants experienced during undergraduate/postgraduate training, their general perspectives on endodontics, and their self-assessment of the contribution of these models to clinical practice competence. The third aimed to determine participants' knowledge of the material properties used in endodontic simulation, their advantages and disadvantages, and their preferred model based on trainee and educator perspectives. After validating the questionnaire, the data were analysed using Fisher-Freeman-Halton, Pearson chi-square, Yates correction, and Fisher Exact Test with Monte Carlo correction for categorical variables (p < 0.05). The internal consistency and construct validity demonstrated strong inter-item correlations (r = 0.81-0.90), indicating high internal coherence. The content validity index for all items exceeded the acceptable threshold (≥ 0.80). The distribution of participants (n = 238) was as follows: students (46.8%), dentists (29.1%), PhD students/residents (9.7%), endodontists (7.6%), and lecturers/educators (8.9%). Most participants reported completing preclinical training with only extracted teeth (54.2%). The preclinical training model the current students received had a statistically significant content, with simulated models included (p < 0.003). Among dentists and students trained solely on extracted teeth, those not sympathetic to endodontics were significantly more common (p = 0.042). Those who responded that they understood and practised endodontics better had been trained by simulated models and phantom bodies in addition to extracted teeth (P < 0.001). Participants generally reported that combining extracted teeth, simulated models, and phantom scenarios contributed more to endodontic education (p = 0.001). Integrating simulated models into the endodontic training module is highly promising. Advances in materials science and simulation technologies enable the development of realistic models.

The higher education community is currently experiencing a significant sense of disruption due to the emergence of Generative AI (GenAI) tools. This study sought to establish baseline data that encompass usage rates, confidence, concerns, and opinions on aligned curriculum interventions from current students studying veterinary medicine in the United Kingdom across two institutions. A survey including items aligned to a series of published curriculum domains was designed and distributed to all students in two veterinary degree programmes. A total of 285 surveys (15.5%) were completed; students with a previous degree and older students were more likely to complete the survey. Likert scale items were analysed statistically, and free text data were coded and analysed for themes. In this survey, 40% of students reported never having used GenAI tools, and the median usage across both schools was once a month or less. Greater value was placed on additional curriculum support in relation to AI with age and previous higher educational experience. Key uses of GenAI were grouped into the following: Consolidation, Clarification, and Revision; Creation (Content, Ideas, and Alternative Formats); Grammar and Editing; and Social Uses. Key concerns included Environmental Issues and Sustainability, Accuracy and Trustworthiness of Information; Data Security and Ethics; Impact on Individuals and Society; and Academic Misconduct and Cheating. This study confirms that veterinary students in the United Kingdom appear to be slower to engage with GenAI technologies compared with other higher education students. They appear particularly attuned to the environmental impact of GenAI technologies. The professional nature of the program together with the assessment frameworks that typically exist may also be influencing the degree of students' willingness to engage with the technology.

IntroductionDental students may face multiple sources of infection during their clinical practice in the dental environment. In this context, assessing the knowledge, attitudes and practices (KAP) regarding infection prevention and control among dental students is essential. The aim of this study was to conduct a quantitative, questionnaire-based, single-center investigation to assess knowledge, practices, and attitudes of infection prevention and control among university dental students in China.MethodsA survey was developed and sent to current dental students to assess the KAP regarding infection prevention and control. The questionnaire consisted of 15 items related to knowledge, attitudes, and practices. The reliability of the survey was evaluated using Cronbach’s alpha coefficient (0.67 for knowledge, 0.82 for attitudes, and 0.72 for practice). A one-way analysis of variance (ANOVA) was applied to evaluate the potential differences among groups using the SPSS software. Relationships among scores between KAP were examined using Pearson’s correlation test.ResultsN = 218 dental students (response rate: 82.0%) completed the questionnaire. The overall scores of knowledge, attitude, and practice were 2.92 ± 1.07, 3.54 ± 0.54, and 4.03 ± 0.84, respectively. ANOVA indicated significant differences among third-year students, fourth-year students, and interns for attitude (p < 0.01) and practice scores (p = 0.04), whereas knowledge scores did not differ significantly. Pearson’s correlation test demonstrated the correlation among scores of attitudes and practices (p = 0.01). No significant correlations were observed between other parameters.DiscussionAlthough dental students in universities generally exhibited positive attitudes and complied with recommended infection prevention and control practices, their knowledge remains insufficient. These results indicate the importance of adding standardized infection control drills in pre-clinical courses and setting up a regular assessment mechanism for infection control knowledge and operational skills to improve clinical training and supervision for dental students in China.

Gender disparities in science, technology, engineering, and mathematics (STEM) remain pronounced in many African countries, particularly at the postgraduate level. This study explores the experiences of African women in STEM postgraduate education by integrating data from an online survey of 163 female PhD alumni from 40 African universities in 17 countries and seven focus group discussions (FGDs) with 39 current postgraduate students across three countries. Through a mixed-methods approach, we examine both the challenges women face and the factors that enable their persistence and success. Over 60% of respondents reported financial stress during their PhD, and more than half felt unprepared at the time of program entry. Yet 95% expressed confidence in their ability to succeed, reflecting strong self-efficacy despite structural barriers. In the FGDs, women highlighted the burden of caregiving responsibilities, lack of role models, and cultural norms that pressure them to prioritize family over academic careers. Contrary to common assumptions, most FGD participants preferred male supervisors, citing competitiveness or lack of support from some senior women. Despite these obstacles, participants demonstrated high levels of resilience, often driven by a passion for science and strong family support. Our findings highlight the need for family-friendly policies, structured and tailored mentoring, and flexible, gender-responsive institutional reforms to ensure more inclusive and equitable STEM postgraduate environments in Africa.

In an increasingly competitive student culture, high school students often feel compelled to drop music programs—such as band, orchestra, and choir—assuming that it will help them focus on coursework and maintain both academic competitiveness and mental well-being. This study examines whether such assumptions are valid by evaluating the relationship between music participation, academic performance, and mental well-being. A survey of 646 students at Arcadia High School in Southern California was conducted between May 10 and June 3, 2024. Students completed three validated mental health instruments: Perceived Stress Questionnaire (PSQ), General Anxiety Disorder-7 (GAD-7), and Patient Health Questionnaire-9 (PHQ-9), assessing stress, anxiety, and depression levels. Data were also collected on each student’s Grade-Point-Average (GPA), number of Advanced Placement (AP)/honors courses, and demographics. Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) were used to evaluate associations between music participation (current, past, none) and mental health or academic metrics. Of the students who completed the survey, 28% were currently involved in music programs, 17% participated in the past, and 55% never participated. Students currently involved in music programs reported significantly lower depression scores (p=0.047) and had nominally lower stress and anxiety scores although statistically insignificant. Academically, current music students had higher GPAs (p&lt;0.01) and took more APs/honors courses than peers not involved in music. No evidence from our study suggested that involvement in music programs hinders academic or emotional success; rather, it is associated with improved academic outcomes and reduced depression. The belief that students must sacrifice music to excel is not supported by this study’s findings.

Both acute and community care settings increasingly emphasize addressing complex client needs through interprofessional approaches, highlighting the necessity of preparing nursing graduates with competencies in collaboration, communication, and patient-centered holistic care. This study investigated the current status of interprofessional education (IPE) in nursing schools and assessed nursing students’ needs through a literature review and a descriptive survey of 200 undergraduate nursing students in South Korea. While IPE is actively implemented in North America—where it comprises approximately 84% of programs across disciplines such as nursing, medicine, physical therapy, pharmacy, social work, dentistry, and nutrition—its implementation remains less widespread in South Korea. Nevertheless, evidence from students indicates substantial educational benefits. Among participants, 6.0% had prior IPE experience, whereas 79.0% considered it necessary in the nursing curriculum. The most frequently identified optimal timing for IPE implementation was the third or fourth undergraduate year. Preferred courses for integration included Health Communication, Simulation, and Medical Ethics. Barriers to adoption were primarily educational overload and limited collaborative practice experience. Medicine, pharmacy, paramedicine, and psychology were the disciplines most preferred for joint participation. The mean readiness score for IPE was 75.3, with the highest ratings for teamwork and collaboration, followed by professional identity and roles/responsibilities. Female students demonstrated higher readiness for IPE than male students, and readiness tended to increase with age. Students with prior IPE experience also showed greater awareness of interprofessional education. These findings underscore the urgent need to integrate structured IPE into nursing curricula in South Korea to foster the collaborative competencies essential for high-quality, patient-centered care.

The importance of music in shaping individuals since antiquity is undeniable. Recognizing the significance of music education for human development, some governments have incorporated music and other arts into their educational systems, considering it beneficial for students' holistic development. This is the case in Mexico. In this paper will present a research project that begins with identifying needs in the training of music educators at a public university, specifically within the Bachelor of Music program, at the Music Education specialization level. A qualitative methodology will be used, encompassing curriculum evaluation and gathering feedback from current and former students, with the aim of contributing to the improvement of this disciplinary training and fostering academic excellence among future professionals in this field.

Jiangxi red music culture is an artistic condensation of the revolutionary struggle and construction process under the leadership of the Communist Party of China, and a valuable resource for colleges and universities to implement the fundamental task of "cultivating virtue and nurturing talent" and carry out ideological and political education and patriotic education. In the current process of using red music culture for education, colleges and universities are confronted with practical difficulties such as monotonous content and form, outdated dissemination methods, disconnection from the current students' cognitive habits, and insufficient internalization of educational effectiveness. The rise of generative artificial intelligence provides a revolutionary tool to solve these problems. This paper explores the current situation and predicaments of AIGC empowering Jiangxi Red music culture education in colleges and universities, and analyzes the technical characteristics of AIGC in content generation, interactive experience and personalized learning, as well as its convergence points with red music culture education. Based on generative learning theory, cultural memory theory and digital media art fusion theory, construct a new model of "four-dimensional drive" education centered on "AIGC+", providing theoretical references and practical solutions for activating red cultural genes and enhancing educational effectiveness in the context of the digital age by using cutting-edge technologies.

Learning a language inherently involves acquiring its vocabulary. However, developing a comprehensive vocabulary is a significant challenge for many language learners. This study aimed to assess the current situation and students' awareness of English vocabulary learning among first year non-English majors at Thanh Do University, Vietnam. A cross-sectional descriptive study was conducted with 347 students from five departments (Information Technology, Automotive Engineering Technology, Electrical and Electronic Engineering Technology, Economics and Law, and Pharmacy) from September to November 2024. The results revealed that 89.63% of the respondents recognized the importance of vocabulary, with 53.60% viewing it as “very necessary”. Despite this awareness, the students faced significant challenges in retaining and applying vocabulary in practical contexts. The primary barriers identified comprised lack of motivation (67.72%), limited study time (63.41%), and ineffective learning methods (e.g., rote memorization, used by 66.33% of students). Only 28.74% of students were motivated to improve their communication skills, with the majority (63.22%) focusing on enhancing academic performance. Additionally, 80.69% reported difficulty with long-term vocabulary retention, while 76.37% struggled with pronunciation. To address these issues, the researchers propose practical solutions such as diversifying teaching methods, incorporating modern learning tools, and creating more language practice environments both in and outside the classroom. These strategies aim to enhance vocabulary retention, application, and overall English proficiency, ultimately helping students meet academic and professional demands.

The aims of the study were to (a) investigate the prescriptive validity of Borg's category-ratio 10 (CR-10) rating of perceived exertion (RPE) scale for high-intensity interval training (HIIT) using the criterion of accumulated time ≥90% of maximal oxygen uptake (VO2max); (b) determine the optimal RPE category for HIIT prescription and (c) analyze the physiological responses to RPE-prescribed HIIT sessions. Seventeen (12 male) current and former physical education students (age: 24.2 ± 5 years, height: 181.3 ± 7.3, weight: 77.5 ± 12.2 kg; % body fat: 14.3 ± 4.3%) volunteered to participate in the study. Within four visits, separated by at least 48 hours, the participants performed a maximal incremental exercise test and three HIIT sessions. The HIIT sessions included three 3-minute intervals prescribed at RPE 6, 7 or 8 interspersed with 2-minute passive rest. Time ≥90% VO2max and ≥90% maximal heart rate (HRmax) as well as mean and peak running speed (v), HR, VO2, respiratory frequency (ƒR), peak minute ventilation (VE), and blood lactate [La] were all significantly lower in HIITRPE6 compared to HIITRPE7 and HIITRPE8, while there were no significant differences between HIITRPE7 and HIITRPE8. Mean VE was significantly different between all three HIIT sessions indicating the validity of RPE for HIIT prescription. RPE can be used to effectively prescribe long format HIIT sessions. RPE 7 appears to be an optimal prescription category as HIITRPE7 elicited similar cardiovascular and metabolic responses to HIITRPE8 but with lower ventilatory stress. VE appeared to be the main perceptual cue for the regulation of running speed, while VO2 was mainly governed by the dynamic of running speed adjustments during HIIT intervals.

Considering the importance of higher education for the development of all scientific disciplines, especially in the context of the higher education reform known as the “Bologna Reform”, it is surprising that there are no studies addressing classical philology in relation to higher education, and that this topic is generally not of interest to classical philologists. This paper analyzes the extent to which the fundamental elements of the reform influence the development of competencies in classical philologists, and thus classical philology as a whole, through two indicators: the level of regulation of the profession (using as an example the document Subject Benchmark Statement: Classics and Ancient History (including Byzantine Studies and Modern Greek)), and the method of monitoring the learning outcomes achievement (using as an example Latin Language and Roman Literature - undergraduate double-major study programme at the Faculty of Humanities and Social Sciences, University of Mostar). The core documents of the Bologna Reform are the European Qualifications Framework (EQF), whose elements serve as prerequisites for regulating professions, and the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), which, among other things, define quality standards for higher education institutions and their study programmes across the entire European Higher Education Area (EHEA). Since the emphasis is placed on the competencies of future professionals – classical philologists, i.e., current students of classical philology – this analysis draws from the ESG only those standards that are related to student assessment and the monitoring of the defined learning outcomes achievement. Keywords: competencies of classical philologists, Bologna Reform, assessment standards, learning outcomes, Subject Benchmark Statement, University of Mostar

Abstract In September 2024, Malaysia was jolted by a case of homosexual conduct involving an individual with a religious education background who was charged with same sex acts. Since 2019, at least five reported cases have implicated religiously trained personnel, including teachers in madrasas nationwide. Accordingly, this study explicates the scriptural prohibitions and juridical sanctions for homosexual ( liwāṭ ) through a fiqh al-ḥadīth analysis and examines the on the ground reality of such misconduct in selected madrasas in Selangor, Malaysia. A mixed-methods design is employed: on the qualitative side, relevant ḥadīth on homosexuality are compiled and subjected to content and thematic analysis; on the quantitative side, a structured questionnaire is administered to 30 respondents comprising current students and alumni from selected madrasas in Selangor. The textual analysis yields five thematic clusters that delineate precipitating factors, prophetic denunciations and worldly sanctions and Nabawī guidance for prevention and response. The survey indicates that homosexual behaviour does occur in these settings, with 73% of respondents acknowledging the presence of such acts. The study concludes that there is a pressing need to develop an intervention model based on fiqh al-ḥadīth to stem the spread of this phenomenon.

Towards Better Engagement: Barriers and Solutions for Active Learning in an Online Postgraduate Program.

ABSTRACTObjectivesThis study examines the financial barriers faced by graduate students in bioarchaeology and forensic anthropology, addressing a critical gap by incorporating recent perspectives. Prior research has highlighted financial inequities within the field, yet few studies focus on burdens impacting students' well‐being, academic success, and career paths. This research aims to amplify student voices and identify actionable, student‐centered solutions to alleviate financial strain and support retention.Materials and MethodsA 29‐question anonymous survey was distributed to current and recent biological anthropology graduate students (n = 103) across the United States. Questions covered various financial factors, including institutional costs, students' lived experiences with strain, and career advancement expenses. Responses were analyzed using descriptive statistics for quantitative data and thematic coding for qualitative responses.ResultsThe survey revealed that nearly all participants depend on some form of financial aid (assistantships, grants, fellowships, or scholarships), with many reporting insufficient stipends, unmet living costs, and a need for external employment. Over half‐expressed concerns about financial impacts on career opportunities, with many using loans or credit to cover essential costs like conferences, travel, and program fees. Financial strain significantly impacted well‐being, with 58% considering leaving the field due to financial pressures.DiscussionThe findings underscore the urgent need for institutional reforms to ensure livable wages, transparent funding, and professional development support. Addressing these barriers is essential for retaining diverse talent and fostering a sustainable future in bioarchaeology and forensic anthropology. This study advocates practical solutions to reduce financial inequity and promote a more inclusive academic environment.

In this anniversary editorial we look back to the early days of the journal as we seek to honour its history and legacy. We outline the contents of the special anniversary features curated for this issue, including a section of shorter articles engaging with Alan Davies’ article on ‘children's outlooks’ in the first issue of the journal; an interview with Professor Fran Collyer about the history of sociology in Australia; and a section featuring six shorter articles by current PhD students engaging with articles from the journal's rich archive. Lastly, we introduce the standard articles also published in this issue: four original articles which all centre Indigenous lives.

ABSTRACTMental health nursing (MHN) students may witness self‐harm on placements; however, little is known regarding the experience of MHN students who do witness this. This study aimed to understand the personal impact of witnessing self‐harm events upon MHN students who are on placement, with three objectives: (1) To identify the types of self‐harm witnessed by MHN students; (2) To evaluate MHN students' perceived self‐competence in working with service users who have self‐harmed; and (3) To assess the potential psychological trauma upon MHN students after witnessing self‐harm. A cross‐sectional questionnaire comprising researcher‐generated Likert‐style items and open‐ended response questions was utilised. Descriptive analysis was completed of 84 responses from MHN students. The types of self‐harm witnessed included cutting (65 participants; 77.4%); head‐banging/punching (62 participants; 73.8%); and ligation (36 participants; 42.9%). Additionally, we identified factors that either hindered or aided the MHN students in developing resilience post witnessing self‐harm. These findings are presented as three qualitative themes, and are: resilience; sources of stress and sources of support. Key findings were: (i) current MHN students can experience a range of negative outcomes after witnessing a self‐harm incident which can include wanting to withdraw from studies; (ii) student experience of witnessing self‐harm needs to be better understood and responded to; and finally, (iii) universities and placement providers should deliver relevant training, with trauma informed care (TIC) pedagogy potentially being an effective intervention. Ultimately, we recommend a joined‐up approach from universities and practice partners to address these issues.

Need analysis is an initial step in designing a course. At this stage, what students really need to learn is investigated and analyzed so that the course can be well-designed and planned. This study aimed to investigate (1) what language skills, (2) what vocabulary topics, (3) what structures, and (4) what method of learning were needed in the English course in the coal mining engineering department. A triangulation method is used to obtain a comprehensive description of what mining engineering students’ English needs are. The current students, content lecturers, and professionals are the participants of this research. The instruments are a questionnaire (for students), a focus group discussion (for lecturers), and an interview (for professionals). This quantitative-qualitative study uses a descriptive approach in presenting its findings. Based on findings, four English skills should be integrated; the implementation of the four skills and glossary in context should be in line with its area of expertise, the structure of English should be given at the basic level, and L1 should be involved as the medium of instruction.

With the rapid advancement of digital media technologies and the growing demand for fragmented entertainment, short dramas have emerged as a new growth driver in the audiovisual industry, characterized by their brevity, high frequency, and intense plotting. Against the macro backdrop of the 14th Five-Year Plan for Cultural Industry Development, this study draws on 673 valid questionnaires from the Sichuan-Chongqing region and employs descriptive statistical analysis, Apriori association rule mining, and principal component analysis (PCA) to systematically examine audience behavioral profiles, genre preference combinations, and determinants of satisfaction. Findings indicate that short drama viewers in the Sichuan-Chongqing region are predominantly female, urban, and middle-aged youth, with undergraduates and current students forming the core consumer base. Primary viewing motivations center on leisure and stress relief and social interaction. Genre preferences exhibit a trend toward multimodal fusion, with “Romance + Suspense”, “Comedy + Romance”, and “Science Fiction + Fantasy” emerging as the most favored combinations. PCA results reveal three core satisfaction dimensions—ranked as content quality, production quality, and advertising experience—wherein content innovation, emotional resonance, and advertising intrusiveness serve as pivotal variables influencing user retention. The study concludes that transitioning the short drama sector from quantity-driven expansion to quality-led growth requires multidimensional synergy across creative content development, technological empowerment, and business model optimization, thereby providing theoretical foundations and practical guidance for high-quality development of regional cultural industries.

Earlier this year, three current students and three former students of Bryn Mawr College filed a lawsuit challenging the college's disability accommodation policies (see De Camara v. Bryn Mawr College , No. 25‐2287, slip op. (E.D. Pa. 09/26/25)). Suing under Title III of the Americans with Disabilities Act, the plaintiffs sought a court order (i.e., injunctive relief) requiring the college to change several practices and policies related to its accommodation policies and disability services.