Interprofessional education in pharmacy: Bridging collaborative competence and clinical impact.

The expansion of prescribing authority to nurses is no longer debated on safety grounds. But a quieter anxiety remains: does prescribing change what nursing is? This paper uses Herbert Simon's The Sciences of the Artificial (1996) to move beyond the stalemate between two narratives: prescribing as rational adaptation to systemic complexity, or as defensive flight from the devaluation of relational work. Simon's concepts of inner and outer environment, satisficing and artefacts allow us to see the prescription as a human-made tool. Its impact on professional identity depends on how well nursing's inner environment, comprising its knowledge, values and relational logic, is designed into the act. The paper makes three claims. First, diagnostic authority, rather than prescribing itself, is the deeper boundary crossing. Second, the rational-defensive binary can be resolved with four contingency criteria: systemic demand, role clarity, relational proximity and educational design. Third, there is no timeless nursing essence to protect; prescribing is an artefact, and its effects are a matter of design, not destiny. The paper ends with a focused research agenda, practical implications and an invitation to treat the prescription pad as a test of whether nursing will prescribe as nursing or as something else.

Olfaction in Surgical Education: An Overlooked Dimension of Clinical Reasoning.

Classroom code-switching among postgraduate EFL students in Saudi Arabia: Attitudes, reasons, and perceptions.

Workforce distress, burnout, and moral injury threaten the stability and sustainability of health systems. Nurse practitioners (NPs), trained in prevention, systems thinking, and holistic care, are uniquely positioned to reframe wellness as a leadership imperative rather than a reactive initiative. This article introduces the FORTIFY Framework, an evidence-informed model that embeds prevention, recovery, and accountability into daily operations. Rooted in trauma-informed leadership and positive psychology, FORTIFY equips NPs to integrate wellness into policy, education, and practice design. Elevating wellness to a professional standard affirms its foundational role in clinical excellence, workforce vitality, and the future of nursing leadership.

The impact of competition mechanisms on primary school students' digital game-based mathematics learning.

This study examines the diversity of entrepreneurial intentions among university students by extending the construct to include business versus social orientations and founding (“build”) versus participation (“activity”) roles. A cross-sectional survey was conducted with first-year students in Japan. Cluster analysis revealed three student types: Value-Initiator , Value-Contributor , and Traditional-worker . To understand each type's characteristics, the study compared their profiles using Theory of Planned Behavior (TPB), entrepreneurial competence based on EntreComp framework, and prior educational experience. Value-Initiator type exhibited high intentions across business and social domains, with strong attitudes, social norms, and initiative-oriented competencies. The Value-Contributor type showed high activity intentions but lower build intentions, indicating motivation for team-based value creation rather than for leadership. The Traditional-worker type demonstrated low entrepreneurial intentions, reflecting limited engagement with entrepreneurial or social initiatives. Comparative analysis revealed business practical education was strongly associated with higher build intentions, while social practical education mainly influenced activity intentions. These findings suggest entrepreneurship education should adopt differentiated approaches: experiential business practice to foster Value-Contributor into Value-Initiator, and career design education to encourage Traditional-workers to explore entrepreneurial mindsets. This study contributes to entrepreneurship education by proposing a multidimensional model of entrepreneurial intention and demonstrating pedagogical implications for an inclusive learning design. • Expands entrepreneurial intention into business/social and build/activity roles. • Identify three student types: Value-Initiator, Value-Contributor, and Traditional-worker. • Identify the characteristics of each type by TPB, EntreComp, and prior education. • Suggests differentiated pedagogical strategies for diverse student profiles.

ABSTRACT Adopting a Design-Based Research approach, this paper examines how Education for Sustainable Development can be integrated into fashion design higher education in Germany and Iran. It reports on the third iteration of the Sustainable Fashion Design Strategies course at Hochschule Hannover University of Applied Sciences and Arts, involving undergraduate students from Fashion, Product, and 3D Design. The course incorporated lectures, discussions, workshops, and structured reflection, with the USE-LESS Product Lifecycle as the central didactic tool. Data were collected through e-portfolios, a group interview, and structured observations. Findings indicate that experiential and multimodal learning supports conceptual understanding of sustainability, facilitates engagement with sustainable fashion design strategies, and provides indications of shifts towards sustainability as a professional mindset. Iterative refinement enhanced knowledge integration and pedagogical coherence, while highlighting the need for improved scaffolding of complex techniques. The study offers contextually grounded design principles to inform sustainability-oriented fashion design education in comparable settings.

Improving stroke recognition and promoting immediate action are critical to enhancing prehospital stroke care. For two decades, the FAST (Face, Arm, Speech, Time) mnemonic has been widely taught, yet it fails to capture many posterior circulation strokes. To address these limitations, BE FAST (adding Balance and Eye symptoms) was introduced but showed reduced recall for more common symptoms represented by FAST, likely due to common symptoms being placed after less common ones, thus weakening retention of the original FAST elements. To improve both detection and action, we propose FAST BEE-keeping FAST first and adding BE after FAST with an additional "E" for Emergency Medical Services (EMS) call. This structure reinforces the urgency of activating EMS by repeating the call-to-action within the mnemonic. We further introduce a novel FAST BEE cartoon as a visual tool to enhance learning, recall across diverse populations, and immediate action (EMS call) in public. Using the bee metaphor provides a memorable, engaging, and globally adaptable educational strategy in English-speaking populations. FAST BEE offers a fresh, action-oriented framework that builds on the familiarity of FAST, emphasizes immediate EMS activation, and holds promise to strengthen stroke action awareness worldwide. Further evaluation of effectiveness in various English-speaking populations is needed.

ABSTRACT Educational expectations play an important role in adolescents’ cognitive development and human capital accumulation. Using four waves of the China Family Panel Studies (CFPS) from 2010, 2014, 2018, and 2022, this article examines how parental educational expectations, children’s own educational expectations, and parent–child educational expectation discrepancies relate to adolescents’ cognitive ability. We find that both parental and children’s own educational expectations are positively associated with cognitive ability. However, relative to aligned expectations, discrepancies in either direction, whether parental educational expectations exceed or fall below children’s expectations, are associated with significantly lower cognitive ability among adolescents. Mechanism analyses suggest that discrepancies in either direction are associated with more frequent parent–child conflict. Upward-biased discrepancies are associated with lower adolescent academic self-efficacy, whereas downward-biased discrepancies are associated with lower parental homework involvement. Heterogeneity analyses reveal that these negative associations are stronger among students in regular class tracks, students from low-income households, students with less-educated parents, and rural students. Further analysis suggests that consistently high and aligned expectations correspond to the highest cognitive ability. These findings highlight the potential importance of expectation alignment within families and suggest that disadvantaged rural and low-income groups may warrant particular attention in educational policy design.

ABSTRACT Generative artificial intelligence is reshaping spatial design education worldwide. However, existing studies have largely overlooked the constraints imposed by structural differences in infrastructure and academic resources on pedagogical adaptation strategies. Based on a three-dimensional analytical framework comprising Infrastructure Sovereignty, Algorithm Intervention Depth, and Interaction Topology, this study conducted an empirical comparative analysis of 95 courses across 18 representative institutions worldwide. Four adaptive patterns were identified: (1) the Passive-Consumer pattern, which was slightly more frequent among sampled Global North courses, especially mid-tier cases and indicates a risk that accessible commercial AI may encourage low-reflection technological consumption; (2) the Sovereign-Accelerator pattern, which appeared prominently in sampled East Asian and selected Global South courses and tended to organize code-based intervention; (3) the Sandbox-Reflective pattern, which was most frequently observed among sampled Global North courses while also appearing in selected East Asian settings, and was characterized by recursive experimentation; (4) the Dependent-Compensatory pattern, which was most clearly represented in selected Global South cases and involved intensive human intervention. These findings suggest that access to infrastructure alone does not guarantee cognitive depth. Rather, pedagogical scaffolding and institutional agency play an important role in mediating how generative AI is translated into curriculum practice.

ABSTRACT Situated at the intersection of interdisciplinary and service learning, the present research examines undergraduate reflections from a civic engagement project that brought together marketing and land use planning students to support a local civic initiative. Through qualitative thematic analysis of written reflections, the research explores how students perceived learning, collaboration, and civic responsibility within this interdisciplinary framework. Five overlapping themes emerged: growing awareness of disciplinary roles, communication gaps and digital adaptation, skill development and confidence, recognition of civic impact, and critical reflections on project design. These themes illuminate how students negotiated identity, knowledge, and purpose in a shared community context. While based on a small cohort, the findings offer insight into how interdisciplinary service learning nurtures not only professional competence but also reflective citizenship, prompting learners to connect disciplinary expertise with social value. The paper argues that such projects may offer fertile ground for developing integrative thinkers, students who learn to balance technical skill with civic imagination, and calls for more intentional structuring of collaboration to sustain meaningful engagement across disciplinary and institutional boundaries. The implications point to reflective inquiry as a bridge between experiential learning theory and the design of interdisciplinary civic education.

Artificial intelligence (AI) is being increasingly applied in higher education. This has given rise to the issue that, within the published literature, there is still a lack of widely established and psychometrically validated tools for assessing the actual perceived acceptance quality of AI tutoring systems in a comprehensive manner. Although previous studies have examined cognitive patterns in educational technology, few have adequately captured the multidimensional nature of learners' experiences with AI tutoring systems. Existing evaluation models mainly emphasize cognitive outcomes, with less attention given to motivation, relational experience, and trust in AI-assisted teaching contexts. This study aimed to develop and validate a learner-centered scale of AI tutoring acceptance quality. The scale was constructed through literature review, expert consultation, and pre-testing, and comprised four theoretically grounded dimensions: Feedback Quality, Instructional Effectiveness, Interaction Experience, and User Trust. Data were collected from undergraduate students at five universities in Shanxi Province, China. ESEM, bifactor modeling, and reliability analysis indicated a robust bifactor structure, good internal consistency, and acceptable construct validity. The validated scale may serve as a practical tool for AI-supported educational design and future intervention research.

Public Law 119-21, commonly referred to as the One Big Beautiful Bill Act (OBBBA), enacted on July 4, 2025, represents the most sweeping federal higher education reform in more than a decade. This legislation restructures federal student loan programs, eliminates subsidized and Grad PLUS loans, consolidates repayment options, and introduces new institutional accountability metrics tied to graduate earnings. Although these provisions are intended to curb federal spending and improve return on investment for students, they carry significant implications for graduate and professional education-particularly in medicine, pharmacy, dentistry, and other health professions where the cost of attendance routinely exceeds $200,000. This article offers an analysis of the major provisions of OBBBA and their expected effects on institutional finances, student access, and educational design. The article highlights the emerging gap between federal loan limits and the full cost of attendance, raising concerns about opportunity for students interested in health professions education and impact of OBBBA on the workforce pipeline. In response, the authors outline several strategic actions for institutional leaders, including the development of internal loan replacement programs, implementation of accelerated and competency-based degree pathways, and the use of cost-of-quality frameworks to assess and improve curricular efficiency. The new policy environment demands a recalibration of how institutions structure, price, and deliver health professional education. Collectively, these considerations underscore the need for coordinated, context-sensitive responses to preserve access and educational quality under a constrained financing environment.

ABSTRACT Dialogical peer feedback is an important element of socio-cultural pedagogy design. However, many student teachers have unbeneficial experiences with dialogical – or collaborative – peer feedback. To advance the development of theory and pedagogical support practices for dialogical, collaborative, and exploratory peer feedback, this study combined theories of dialogical peer feedback, higher-level collaborative learning, and exploratory social thinking. Video data collected during a four-cycle educational design research study (conducted over four years in subject teacher education) were analysed to identify observable patterns in students’ interaction modes. The research design involved yearly shifts in pedagogical support practices towards (a) feedback exemplars involving repetition and multiple presentational modalities and (b) demonstrations exemplifying dialogicality and the use of a feedback protocol. The results show that each yearly change in pedagogical design nudged students’ interactions towards more dialogical and exploratory feedback across successive cohorts, while unilateral feedback and demonstrations of individual expertise became less common.

ABSTRACT Despite recent initiatives to boost foundational learning in low- and middle-income countries, doubts persist about their uptake. Dominant narratives and research assume that resistance to such reforms stems from frontline actors being either unaware of low learning or apathetic towards the problem. Drawing on interviews with 63 teachers, principals, and bureaucrats in India, this study complicates both assumptions. Most actors were aware of and motivated to address the problem of low foundational learning yet remained doubtful that current reforms would improve outcomes. Their scepticism stemmed from frame dissonance – policies attributed low learning to instructional shortcomings, whereas actors located the problem in broader, interconnected conditions. This mismatch of problem framing subsequently weakens policy resonance and curtails uptake. The study reframes policy implementation not as a matter of frontline compliance but of congruence with frontline sensemaking, underscoring the need for more participatory reform design in education.

ABSTRACT The rapid expansion of artificial intelligence (AI) in education is frequently presented as a means of enhancing accessibility, efficiency, and personalisation. Yet its implications for educating inclusively remain conceptually underexplored. This article addresses how AI-driven logics of standardisation, optimisation, and prediction reconfigure the ethical, epistemological, and professional foundations of inclusive educational practices. Adopting a critical–interpretive conceptual approach, the analysis draws on international policy discourses, peer-reviewed academic literature, and ethical debates at the intersection of inclusive education and digital governance. Through an iterative analytical process, the paper identifies three structural paradoxes that emerge when AI is mobilised in inclusive contexts: tensions between universality and singularity, control and uncertainty, and professional reflexivity and managerial constraint. The findings show how these paradoxes reshape policy rationales and educational practices, increasingly reframing inclusive education as a technocratic process of optimisation rather than an ethical and relational endeavour. The article argues that engaging AI in inclusive educational contexts requires sustained critical reflexivity rather than adaptation to algorithmic rationalities. It concludes by outlining implications for teacher education, ethical governance, and educational technology design, emphasising the need to preserve professional agency, epistemic plurality, and uncertainty as conditions for democratic educational futures.

<p>Design has the capacity to improve public health through advancing devices, service strategies, communication, and more. A robust partnership between TEAM Malawi at Virginia Tech (VT) and the Malawi University of Science and Technology (MUST) has brought multiple disciplines together to address women’s health in Malawi. This case study documents the partnership development between institutions, the integration of professional practice in an undergraduate program through a community engagement project in Malawi, and the resulting outcomes for the students and community partners. Students improved their technical skills in painting. They developed a project proposal for approval by their community partner. The faculty was challenged to support the students in off-campus work and still the medical facility welcomed the students to do work on the visual communication of important health facts. After the completion of the pilot project, the group is now pursuing further visual communication work. The significance of this project is the demonstration of a sustainable model of professional practice in design education by setting up working relations between institutions, as well as high impact practices that support professional development for students who further the wellness of their communities.</p>

Despite the growing emphasis on entrepreneurship education, many university graduates continue to exhibit low entrepreneurial intention and engagement. Understanding how education and entrepreneurial mindset jointly influence this intention remains limited, particularly in non-Western contexts. Drawing on the Theory of Planned Behavior (TPB), this study investigates how entrepreneurship education and entrepreneurial mindset shape students’ entrepreneurial intention through the TPB constructs—attitude toward entrepreneurship, subjective norms, and perceived behavioral control (PBC). Using a self-administered survey, 190 valid responses from students at an Iranian public university were analyzed via structural equation modeling (SEM-PLS). The findings indicate that attitude and PBC significantly influence entrepreneurial intention, while subjective norms do not have a direct effect but exert an indirect influence through attitude and PBC. Entrepreneurship education positively affects PBC and indirectly influences entrepreneurial intention via PBC but does not directly predict intention, attitude, or subjective norms. Furthermore, entrepreneurial mindset significantly shapes attitude, subjective norms, and PBC, and indirectly influences entrepreneurial intention through these TPB components. Overall, the findings highlight the need for more experiential and practice-oriented educational approaches to ensure that improvements in entrepreneurial mindset and educational exposure translate into stronger entrepreneurial intention. Practical recommendations are offered to enhance the design and delivery of entrepreneurship education in higher education settings.

A Conceptual Nutrition Literacy Framework for Adults in the United States: A Scoping Review and Thematic Analysis.