Design Of Training Programs Research Articles

Classroom Leadership Behavior and Teacher Professionalism Development in Public Elementary Schools

The study aimed to determine the level of teachers' leadership behavior and teacher professionalism. It utilized a non-experimental quantitative research design, specifically employing a correlational method. The study involved 188 respondents, comprising 136 teachers from various public schools. Based on the findings, the following conclusions were drawn: the level of teachers' leadership behavior was found to be high, indicating that leadership behaviors are clearly exhibited by the teachers. Similarly, the level of teacher professionalism was also high, demonstrating that the teachers consistently demonstrate professionalism in their roles. The null hypothesis, which posited that there is no significant relationship between teachers' leadership behavior and teacher professionalism, was rejected. This suggests that there is a positive correlation between teachers' leadership behavior and teacher professionalism, implying that effective leadership among teachers is associated with a high level of professionalism. Since teachers' leadership behavior and professionalism are significantly related, it is recommended that policymakers and human resource managers consider these variables when formulating policies, designing training programs, and organizing seminars aimed at enhancing the professionalism of teachers. Additionally, teachers may be encouraged to actively participate in school programs, training sessions, and other activities that foster both their professional growth and social learning, further strengthening their leadership capabilities and commitment to professionalism.

ГЕНДЕРНІ ВІДМІННОСТІ У ФІТНЕСІ: ВАЖЛИВІ СКЛАДОВІ СПОРТИВНОГО ЖИТТЯ

The article analyzes that fitness is an important part of a healthy lifestyle for people of any gender. However, gender differences can affect the approach to training, the physiological reactions of the body and the final results. Understanding these differences is a key to designing effective training programs and achieving optimal results. Men usually have more muscle mass and higher levels of testosterone, which helps increase muscle strength and size. This means that men can achieve greater results in strength training in less time compared to women. Women, on the other hand, usually have less muscle mass, but that doesn't mean they can't be strong or fit. They may simply take longer to achieve similar results. Given the physiological and psychological differences, training programs should be individualized for men and women. For example, women may benefit from incorporating more aerobic exercise to increase endurance and burn fat, while men may be advised to do more intense strength training to increase muscle mass. Gender differences in fitness have been proven to be an important aspect to consider when designing training programs and approaches to sports. Understanding the physiological and psychological differences between men and women helps create effective, individualized programs that promote optimal results and maintain a healthy lifestyle. An individual approach to each person, regardless of gender, taking into account their unique needs and goals, is highlighted. The article aims to help readers better understand how gender differences can affect physical activity and how this knowledge can be used to improve their own training programs. Inadequate consideration of gender differences in fitness creates a number of problems that can negatively affect health and training effectiveness. Understanding and accounting for these differences is key to developing individualized programs to help people achieve their fitness goals without compromising health. It will also help reduce gender stereotypes and improve the overall quality of life. Gender differences in fitness are a complex and multifaceted issue that requires further research and innovative approaches to ensure the health and well-being of all people, regardless of their gender.

Workforce development in the trucking industry: A comprehensive analysis of truck driver training entities

The transformation of transportation technologies, economic structures, and social lifestyles is changing the truck-driving workforce. Recognizing the trends and challenges of the job is essential for proactive planning to address potential disruptions in the trucking industry and the broader economy. Despite the importance of truck drivers, the research community has little information about the entities involved in training truck drivers. These entities are critical in creating a pipeline of drivers to address the driver shortage issue and respond to the changing requirements of drivers. To address this knowledge gap, we utilize institutional theory as a framework to disentangle the factors that affect entities' considerations behind the design and delivery of driver training programs. Using explanatory sequential mixed methods, we collect and analyze multiple sources of data about driver training, including information about the entities providing training, as well as information about funding and federal regulations. In-depth interviews with these entities provide additional insights into the process of training drivers and how it varies between different types of training entities. Analytical results indicate that regulatory changes have impacted the number and types of entities providing driver training. A qualitative analysis of the interviews reveals different business models for training drivers, as well as the advantages and disadvantages of these models in terms of cost to the trainee, time to completion, and coordination costs. Finally, we discuss the implications of our findings for policymaking, including workforce development, transportation safety, and preparation for technological change.

Assessment of Metaliteracy Competencies Among Library Professionals in Indian Institutes of Technology

The digital revolution has reshaped academic libraries, requiring new skills from library professionals. This study explores how library professionals at Indian Institutes of Technology (IITs) are adapting to this change through their metaliteracy skills. By surveying 144 library professionals across IITs, we uncovered a complex process of digital adaptation and professional growth. Our findings reveal that most professionals are confidently entering the digital era, with three-quarters showing proficiency in basic digital tools. However, beneath this digital fluency lies a more intricate picture. While many excel in traditional tasks like database management and information retrieval − 65% reported high proficiency – there is notable reluctance when engaging with emerging technologies and cybersecurity challenges. Surprisingly, gender significantly influenced how professionals approached information evaluation and synthesis. Experience, though important for many metaliteracy skills, seemed less relevant in addressing modern concerns such as privacy protection and detecting misinformation. One of the most revealing findings is the gap between competence and teaching ability: although many professionals possess strong technical skills, only 31.5% feel confident in teaching these skills to others. This highlights the urgent need for targeted professional development that considers both gender dynamics and varying experience levels. By shedding light on these patterns, our study offers a pathway to reinforce the digital infrastructure of India’s leading technical institutions, ensuring library professionals can guide future researchers through an increasingly complex information landscape. Our findings not only enhance our understanding of metaliteracy in academic libraries but also provide practical insights for designing training programs to address these gaps. Ultimately, this work contributes to the broader discussion on digital transformation in academic libraries and the evolving role of library professionals in the digital age.

Cybersecurity awareness and fear of cyberattacks among online banking users in Malaysia

PurposeDrawing on protection motivation theory (PMT), this study aims to explore the factors that enhance cybersecurity awareness among online banking users in Malaysia. More specifically, it investigates the influences of perceived vulnerability, perceived severity, technical knowledge, privacy intrusions and privacy awareness on perceived threats and then examines the effects of perceived threats, along with response efficacy and self-efficacy, on cybersecurity awareness, considering the moderating role of fear of cyberattacks.Design/methodology/approachA survey-based research approach was applied, and the hypotheses were tested using a sample of 324 respondents, employing partial least squares structural equation modeling (PLS-SEM).FindingsThe results show that perceived vulnerability, perceived severity, privacy intrusions and privacy awareness significantly influence perceived threats, while technical knowledge does not influence perceived threats. Furthermore, it was found that response efficacy and self-efficacy both enhance cybersecurity awareness, while perceived threats have no influence on it. Finally, our research confirmed the moderating role of fear of cyberattacks in the relationship between self-efficacy and cybersecurity awareness.Practical implicationsFor individuals, the study highlights the significance of fear, privacy awareness and response efficacy in shaping cybersecurity perceptions, paving the way for enhanced and tailored awareness programs. Moreover, the understanding of relationships between perceived threats, response efficacy and self-efficacy empowers individuals to craft personalized risk mitigation strategies, fostering confidence in navigating the digital landscape. Businesses can leverage the insights for informed design of employee training programs and data-driven decision-making in cybersecurity investments. Government entities, recognizing the nuanced relationship between perceived threats and cybersecurity awareness, are encouraged to formulate context-specific policies and foster cross-sector collaboration for comprehensive cybersecurity initiatives.Originality/valueThis research extends PMT by incorporating additional antecedent variables – namely, technical knowledge, privacy intrusions and privacy awareness within the online banking context that have been overlooked thus far. Furthermore, it delves into the unique role of fear of cyberattack as a moderating variable, thereby enhancing our understanding of PMT.

Tujuan dan Rancangan Program Diklat Badan Pengembangan Sumber Daya Manusia Provinsi Kalimantan Tengah

This article aims to provide an in-depth insight into appropriate training objectives, so as to improve the effectiveness of education and training programs and achieve the desired results. In the context of organizational strategy and training program design, training objectives play an important role. Clear and purposeful training objectives can help improve the effectiveness of training programs, motivate trainees, and provide indicators of success that can be evaluated. This study used a qualitative descriptive approach. The data collection methods used were observation, interview, and documentation. The results showed that clear and well-defined training objectives are essential in designing an effective training program. The research also emphasizes the importance of training objectives in the context of organizational strategy, where appropriate training objectives can help the organization achieve its goals and respond to existing needs. This article contributes to the understanding of the importance of training objectives in improving the effectiveness of education and training programs. The results of this study can serve as a basis for organizations, especially the Central Kalimantan Province Human Resources Development Agency, in designing more effective training programs and ensuring the achievement of organizational goals through human resource development.

Why train? Compatible and incompatible institutional logics in violence prevention and management training

A critical component of ensuring safe workplaces is training in preventing and managing violent behavior. This article examines the institutional logics underpinning such training programs, investigating their design, rationale, and impact on everyday practices within human services. Despite extensive research on the content, effects, and experiences of these training programs, there is a notable gap in understanding the rationale behind their development. This study aims to fill this gap by exploring why violence prevention and management training is structured as it is and how institutional logics affect training and practice. This research identifies seven institutional logics that shape these programs through an in-depth qualitative analysis of three Norwegian human service training programs – encompassing mental health care, child welfare services, and Norway’s national welfare agency. Some of the logics are complementary. Others are incompatible, leading to significant practical implications. Data collection included qualitative document analysis and interviews with representatives from the training communities. The study contributes to a better understanding of the factors influencing the training program design and influence, not the least, by underscoring their duality as measures of improving service delivery and ensuring safe working conditions.

Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs

Abstract Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming to contribute to understanding teacher professional development needs in digital integration. Purpose: This study aims to investigate the competencies required by teachers for the successful integration of digital tools and resources into classroom practices. Methods: A comprehensive literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram flow to address this aim. A total of 84 articles published from 2000 to 2024 were systematically reviewed, focusing on publications in English that addressed the professional development of teachers, technology integration into classroom practices, and digital competencies. Articles that did not meet these criteria were excluded from the analysis. Results: The synthesis of findings from the literature review highlighted the knowledge base of teachers’ professional development needs in digital integration. The review identified critical competencies for successful digital integration, including technological proficiency, pedagogical knowledge, and content expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) and the SAMR model guided the exploration of teachers’ competencies and their implications for instructional practices. Discussion: The implications of the study’s findings extend to educational policy, teacher training programs, and classroom practices. By identifying critical competencies for successful digital integration, this study provides insights into areas for further research and teacher professional development. Moreover, the discussion delves into how these findings can inform the design of effective teacher training programs and support the development of pedagogical practices that leverage digital tools to enhance student learning outcomes. Limitations: Despite the thoroughness of the literature review process, it is essential to acknowledge certain limitations. The study focused primarily on articles published in English, potentially excluding relevant research published in other languages. Additionally, while the PRISMA diagram flow facilitated a systematic review, some relevant articles may need to be noticed. Conclusions: In conclusion, this study contributes to understanding teacher competencies required for effective digital integration of learning contents in dynamic classroom practices. The study identifies critical competencies and highlights areas for further research and teacher professional development by synthesising findings from relevant empirical studies and theoretical contributions. Ultimately, the findings have implications for educational policy, teacher training programs, and instructional practices to enhance student learning outcomes in the digital age.

Impact of resistance training on salivary interleukin-6 and c-reactive protein – A scoping review

This review examines the impact of resistance training on salivary interleukin-6 (IL-6) and C-reactive protein (CRP). These biomarkers are essential indicators of inflammation and immune response. The study employed a systematic literature review method following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. 20 articles published so far were included in the literature review, sourced from various databases: PubMed, Google Scholar, ERIC, EBSCO, Embase, Medline, Global Health, and Scopus. Keywords including MESH terms “resistance training,” “salivary IL-6,” “salivary CRP,” and “inflammation.” The inclusion criteria were fixed to studies that involved human participants, measured salivary IL-6 and CRP, and incorporated resistance-training protocols. Studies were excluded if they focused on other forms of exercise or used invasive measurement techniques and were not randomized control traits or quasi-experimental trials. The study population in these articles includes a diverse range of patients, such as the general population, adults, elderly adults, individuals with type 2 diabetes, COVID-19 patients with and without diabetes, patients with systemic inflammation and cardiovascular disease, overweight and obese individuals, and men with varying levels of physical fitness. By focusing on salivary measurements, this review emphasizes non-invasive methods for monitoring the physiological effects of resistance training. This review highlights the potential of resistance training to modulate inflammation as measured by salivary biomarkers. It underscores the importance of considering various factors when designing training programs and interpreting their physiological impacts. The variability in findings suggests that the relationship between resistance training and salivary IL-6 and CRP is complex. The reductions in these markers observed in some studies may be attributed to the anti-inflammatory effects of regular exercise. The final remarks from an intense review of the literature have shown resistance training has the potential to influence salivary IL-6 and CRP levels, reflecting changes in systemic inflammatory and immune responses. However, the impact varies based on training protocols and individual differences. Resistance training and biomarkers have practical applications in physiotherapy, such as developing tailored treatment programs, making progressive load adjustments, selecting appropriate exercise modalities, and providing patient feedback and monitoring. Additionally, more focused studies could investigate the underlying mechanisms behind observed outcomes, and new technologies such as advanced imaging and biomarkers could be incorporated to gain deeper insights. Research could also explore the impact of combining resistance training with other therapeutic modalities or investigate the role of individualized treatments in enhancing patient outcomes.

The influence of sexual dimorphism on the manifestation of coordination abilities of volleyball players aged 15-17

Background and Study Aim. Sexual dimorphism plays a crucial role in the design of training programs for athletes. Therefore, understanding the influence of sexual dimorphism on various abilities is essential for optimizing training regimens. The aim of this study is to determine the influence of sexual dimorphism on the manifestation of coordination abilities in young volleyball players aged 15–17. Material and Methods. Volleyball players aged 15–17 years participated in the study (n=92, training experience – 5–7 years). Fifty of them were girls, and forty-two were boys. Motor tests were used to determine the level of coordination preparedness of the volleyball players. The study assessed kinesthetic differentiation, spatial orientation, reaction, coupling, binding of movements, and balance skills. Statistical data processing was carried out using Microsoft Excel and SPSS programs. Results. For most of the compared indicators of coordination abilities, there was no significant difference between male and female volleyball players aged 15–17 (p>0.05). In the “Shuttle run with back forward” test, which determined the ability of volleyball players to quickly rebuild motor activity, boys outperformed girls by 5.6% (p<0.05). In the “Sprint test with the given rhythm”, boys significantly outperformed girls by 16.6% (p<0.001). However, control exercises that determined the relative indicators of the above qualities did not show a significant difference. No significant differences (p>0.05) were found in the indicators that characterized the subjects' ability to demonstrate balance in both groups. Girls outperformed boys by 4.2% in terms of sagittal displacement of the center of mass. Comparison of the magnitude of latent periods of simple and complex visual-motor reaction by groups did not reveal significant differences among boys and girls. Conclusions. The results of the study indicate the need to implement targeted training programs to address and mitigate gender differences in coordination abilities among young volleyball players. These programs should focus on enhancing specific coordination skills. This approach ensures balanced development. Purposeful sports training can help overcome inherent physiological differences. By doing so, it leverages the benefits of tailored training to promote equality in athletic performance.

Balancing Athletic and Academic Excellence: A Quantitative Study of Student-Athletes' Time Management Strategies

This study focuses on the unique challenges faced by student-athletes and explores how they find a balance between competitive sports and academic pursuits. Through a one-year longitudinal study of 360 college athletes from a variety of sports and academic backgrounds, we deeply analyzed the relationship between time management strategies and academic achievement, athletic performance, and psychological health. The study used quantitative research methods to analyze the data and revealed several key time management strategies that were associated with significant improvements in academic and athletic performance. In particular, we discovered a novel "flexible focus" strategy that enabled students to quickly switch their attention between learning and training while maintaining high efficiency. In addition, the study found the moderating effects of social media use, sleep patterns, and nutritional intake on time management effects. Based on these findings, we proposed a comprehensive "dual-track development model" to provide a practical guidance framework for student-athletes, coaches, and educators. This model is not only applicable to traditional college sports programs, but also considers the emerging field of e-sports, providing a new perspective for understanding and supporting the comprehensive development of student-athletes in the 21st century. The results of this study have important implications for higher education policy, athletic training program design, and the development of student support services, providing an empirical basis for promoting the comprehensive development of student-athletes.

Enhancing digital health competencies: insights from european human resources for health

Abstract Background Mixed-skills for digital health transformation are critical for human resources for health (HRH). This study aimed to inform the design of new training programmes that address soft, hard and digital health skills. Methods Using a mixed-methods design science approach, focus groups were conducted by invitation and with informed consent, online or in-person. A script was prepared with key questions for orientation and facilitation, addressing the topics of current situation, desired situation, desired skills, practical and organisational needs to implement continuous training in healthcare. The collected data were analysed using Nvivo. Results Focus groups (14) had 87 participants (Norway, Latvia, Belgium, Italy and Portugal): 26 healthcare professionals (nurses, midwives, nutritionists, pharmacists, assistants and doctors); 27 managers or directors of hospitals and care centres; 34 experts (digital health specialists, researchers, technical officers, members of professional societies and national authorities). Real needs were identified, with 2 direct sub-themes that were best related to each other (Pearson coefficient, p > 0.40 - cluster analysis): 1. ‘Current situation’: Cybersecurity (eg. privacy, law and ethics); Time (work time versus private time, p = 0.69); Type (informal versus formal training, p = 0.32); Programmes (graduation, continuing education and post-graduation levels). 2. ‘Desired situation: Desired skills (eg. digital - basic ICT, data analysis, soft - communication, emotional intelligence, and hard skills - medication administration, catheters, ECG, vital signs, telehealth - digital stethoscope); Learning design and objectives (eg. collective learning, simulations, location - peer-to-peer and hybrid); Emergency care and the link between primary and secondary levels of care were considered important. Conclusions These findings of convergence among HRH inform Program design process to support the training programs and course syllabus design. Key messages • The identified needs and priorities inform Program design further to support Digital Health Transformation training programs and course syllabus design. • Real needs points to Current and Desired situation, where HRH give important insights that need to be considered to engage people to perform training courses.

Design and implementation of a project management training program to develop workforce ready skills and career readiness in STEM PhD students and postdoctoral trainees

A growing number of STEM doctorates pursue careers across the broader biomedical workforce, including industry, policy, and healthcare. Graduate and postdoctoral trainees need training to develop professional skills that prepare them for diverse workforce options. Through engagement with faculty and trainees, we determined that formal management skills are underdeveloped in trainees, particularly around managing projects in a way that is translatable to broader industries. At Georgetown University Medical Center, we adapted Kern's six-steps of curriculum design to develop the Academy for Transferable Management Skills (ATMS) program to help graduate and postdoctoral trainees develop linear experience in utilizing project management tools in their academic research contexts. ATMS includes a self-paced online CANVAS course with learning objectives and content modules that map to the project management cycle from initiation to closure, developed in consultation with PhD-level industry experts. From 2021–2024, 25 trainees have completed the ATMS program, including the capstone project and posttest evaluation. Trainees also complete brief quizzes after each module as a formative assessment of learning. The pre-test evaluation (n = 92) revealed a baseline of project management “pain points” regularly encountered by trainees (risk management, project charters, work breakdown structures, and managing project scope). Posttest data (n = 25) reveal a significant increase (p < 0.0001) in project management self-efficacy measures across the aforementioned pain point scales. Notably, 100% of trainees indicated that they may/would refer the program to colleagues. ATMS offers trainees the flexibility to pick frameworks that apply to their projects with trainees planning to use project schedules (84%), Work Break Down Structures (80%), lessons learned reports (68%), and communication plans (68%) in their work. This integrated experiential learning approach equips trainees to develop and execute their projects according to industry-informed project management principles, which allows them to perform their current research more efficiently and to utilize project management frameworks in a way that is directly transferable to broad careers.

Older Adults’ Perceptions, Experiences, and Preferences of a Gamified Cognitive Training Program

With cognitive plasticity being a “sluggish” process, regular long-term engagement in interventions like cognitive training is required to realize the potential that such interventions may confer for cognitive enhancement. A significant challenge associated with extended cognitive training studies is poor adherence and attrition. The current qualitative investigation therefore explored 66 older adult participants’ experiences of, and motivations during, a gamified cognitive training program to understand reasons for (non)adherence. Preferences regarding cognitive training were also explored to provide insight into how such programs might be designed and implemented to maximize motivation and long-term engagement. Using a qualitative description design drawing upon thematic analysis, findings revealed that participants were generally motivated by challenge, novelty, and opportunity to focus. In contrast, repetition, external factors, and negative mindsets detracted from the motivation of participants. Suggestions to improve cognitive training programs to promote long-term engagement included the addition of a large selection of games, an incentive system, mini daily challenges, reminder notifications, and social features. These findings may inform the design of cognitive training programs that accommodate the preferences and needs of older adults, which in turn, may promote adherence and improve intervention effectiveness.

An applied cognitive task analysis investigation of professional judgement and decision-making in a small group of high-level, UK-based caving instructors

ABSTRACT The professional judgement and decision-making processes of adventure sports coaches’ leadership practice is a growing area of research. However, the PJDM and underpinning epistemology of caving instructors has recived limited research focus. The decision-making practice of professionals working in complex and constrained environments has significant transferability to domains such as rescue and emergency services. Consequently, this paper investigates the leadership practice of a purposive sample of 3 UK based caving instructors, utilising an Applied Cognitive Task Analysis to access expert cognition. The study aimed specifically to examine the decision-making processes of this sub-group of outdoor professionals who work in difficult, multifaceted and demanding environments. Results supported and built upon previous work in adventure sports, specifically in confirming the complexity of judgement and decision-making underground. In particular, decision-making creates high cognitive loads because of environmental factors inherent in extended caving journeys. Loads are assuaged by the application of heuristics and planning, but naturalistic decision-making processes remain numerous and multifaceted. Findings have implications for National Governing Body instructor training programme design, with particular reference to the development of decision-making expertise in complex environments.

Knowledge, competence and educational needs of mental health staff on palliative care for the elderly with dementia.

Dementia is a clinical syndrome for which the benefits of palliative care have been recognized. The aim of this study was to investigate the knowledge and educational needs of mental health physicians and nurses and also their perceptions of their competence regarding palliative care for the elderly with dementia. A total of 96 mental health professionals (doctors, nurses) working in a public psychiatric hospital and its allied community mental health settings participated in the study. The Palliative Care Quiz for Nursing (PCQN) was used to detect their knowledge on palliative care as well as a questionnaire to collect participants' demographics, their perceptions about their competence on palliative care provision and their educational needs on the basics domains of palliative care for the elderly with dementia. Results revealed participants' significant lack of knowledge (PCQN =7.79/20) and low perception of competence regarding palliative care for aged persons with dementia. Participants who were psychiatrists, who had work experience between 16-20 years and provided care to more than ten patients with terminal dementia per year, showed higher PCQN scores in statistically significant level (p=0.001). The majority (93.6%) of participants considered training in palliative care for dementia patients as necessary, particularly in providing information to family/carers, relieving the psychosocial burden of family/carers, managing the terminal stage of dementia, providing information to dementia patients and planning their advanced care. Findings of this study could inform the design of training programs on palliative care for the elderly with dementia in Greece.

The Futuristic Entrepreneurial Actions for Tribal Farmers of North-east India

The North-East region of India, with its rich cultural diversity and biodiversity, is especially well-suited for agricultural growth. Given its potential, one would expect this region to be at the forefront of agri-entrepreneurial activities. Additionally, with the last few years, agriculture and its supplementary sectors became crucial components of entrepreneurial projects buoyed up by the existing need for sustainable food production, appropriate management of resources, and improving the living standards in rural areas. However, this expectation contrasts with findings from Micro, Small & Medium Enterprises (MSMEs) studies for North-East region of India. Therefore, the study aimed to identify future entrepreneurial actions in the Mishmi Hills of Arunachal Pradesh. Using an open-ended questionnaire, the researchers employed a triangulation approach to analyse potential ventures in the region. The study identified ten key entrepreneurial actions. Agro-tourism emerged as the top choice among local tribal farmers, while the commercialization of Mishmi teeta (a traditional medicinal plant) was ranked highest by experts in the region. These findings offer valuable insights for stakeholders in the region. The study highlights the entrepreneurial interests of tribal farmers and suggest areas for entrepreneurial policy development in the region. Additionally, the findings also offer actionable insights for designing training programs or policy initiatives aiming to empower tribal farmers through entrepreneurship in agricultural and allied sector.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

Design and development of a gamified cognitive training program targeting executive functions for older adults

With increased population aging, cognitive training has emerged as a popular intervention for combating age-related cognitive decline. Considering the purpose of cognitive interventions, the development of cognitive training programs typically focuses on properties that may enhance cognition, often neglecting the key element of user engagement. Consequently, many cognitive training studies have reported poor adherence and high participant attrition. To increase the likelihood of long-term cognitive benefits, there must be sustained use of the intervention (i.e., good training program adherence). Utilizing a research-through-design approach, this paper presents the design and development of a cognitive training program for older adults. Specifically, the primary focus was on outlining a conceptual framework for developing this program, which draws from gamification principles to foster motivation and enjoyment, as well as cognitive plasticity and transfer principles to foster cognitive engagement. Overall, the program encompasses gamified, adaptive, multidomain training of core executive functions (working memory, inhibitory control, and cognitive flexibility). This program will be the basis for future works exploring older adults’ experiences and preferences of cognitive training, and evaluating the efficacy of multidomain executive functions training in enhancing cognition and well-being in older age.

The impact of video on military engineering learning in wartime

Video technologies have become a powerful tool in the system of professional training of future officers, and the research is oriented towards the revealing the potential of video may contribute to the improvement of cadets’ learning outcomes during wartime significantly. Besides, the article investigates the integration of video technologies in the military engineering classroom and describes interactive video-based learning environment. A quasi-experiment with intervention and control groups was used to answer the research questions. The findings demonstrated the significance of using video in engineering education and the calculation of difference-in-differences value proved the positive impact of videos on cadets’ learning outcomes. The experiment revealed eighteen teaching strategies for integrating video in the military engineering classroom. Also, we provided a detailed classification of characteristics typical for video content in military engineering education. In addition, an interactive video-based learning environment was defined. Regarding the formation of professional competence among future military engineering officers, an interactive video-based learning environment was described through certain requirements. The research results can be used to improve the curriculum for future military engineering officers. Also, the findings may contribute to the design of professional training programs for military educators.