Diverse Educational Environments Research Articles

One size does not fit all for URiM applicants: a comparison of NPM program size on URiM applications.

Neonatal-perinatal medicine (NPM) lacks a racially and ethnically diverse physician workforce. Fewer trainees from groups underrepresented in medicine (URiM) are entering NPM due to declining match rates in general pediatrics, financial burdens from delaying workforce entry, and ineffective recruitment into NPM. Annual surveys from the Organization of Neonatology Training Program Directors (ONTPD) were analyzed to assess URiM recruitment trends between 2021 and 2023. Concerningly, the number of URiM candidates applying to NPM fellowship programs remains low, highlighting the need for investment in pathway programming and enhanced recruitment strategies to diversify the NPM workforce. A multifaceted approach, including promoting early interest in pediatrics, minimizing financial disincentives, collecting robust URiM trainee and workforce data, and creating inclusive, diverse educational environments will be critical to increasing URiM representation in NPM and ultimately improving health outcomes for neonates.

Adaptation and Validation of the Intercultural Effectiveness Scale in a Sample of Initial Teacher Training Students in Chile.

Intercultural effectiveness is a relevant construct for improving the training of future teachers and promoting culturally diverse educational environments. This study aimed to adapt and validate the intercultural effectiveness scale (IES) in a sample of pre-service teachers in Chile. A cross-sectional design study was conducted, in which 584 Chilean university students participated (male = 37.8%; female = 61.6%; other = 0.5%), with a mean age of 20.56 years (SD = 3.37) and 21.9% identifying themselves as belonging to an ethnic group. The results obtained from structural equation modelling confirmed the structure of six correlated factors. The scores of the six factors of the IES presented positive and statistically significant correlations with the intercultural sensitivity scale (ISS). In addition, the factors presented adequate levels of reliability. The results of this research are discussed based on current theoretical and empirical evidence.

Investigation of the relationship between the self-efficacy levels in clinical practice and coping behaviors with stress among international nursing students

BackgroundIn this era of rapid globalization, our knowledge regarding the clinical performance perceptions and stress coping behaviors of international students in nursing education is quite limited. The unexplored nature of this topic has the potential to manifest as future clinical challenges. ObjectiveTo examine the relationship between international nursing students' perceived self-efficacy in clinical applications and their coping behaviors with stress. MethodsOur cross-sectional and correlational study collected data from 117 international nursing students at a state university between June 2022 and July 2023. The data collection tools included the Participant Identification Form, Self-Efficacy in Clinical Performance Scale (SECP), and The Coping Behavior Inventory with Stress Scale for Nursing Students (CBIS-NS). t-test, ANOVA, correlation analysis, and Bonferroni test were used for data analysis. ResultsStudents, predominantly Azerbaijani (15.4 %) and 64.1 % female, engaged in practices, mainly in medical (34.2 %) and surgical units (33.3 %). Clinical self-efficacy was high, stress coping moderate. A significant positive link existed between coping behaviors and clinical self-efficacy (p < 0.05). Those in public health/mental health units (8.12 ± 1.46) had higher self-efficacy than surgical unit peers (6.94 ± 1.71) (p < 0.05). Satisfied students showed better stress coping (t = 2.645; p = 0.009). Weak positive links were found between transfer/avoidance coping behaviors and clinical self-efficacy (p < 0.05). ConclusionThis study demonstrated a statistically significant positive relationship between international nursing students' perceptions of clinical performance and coping behaviors with stress. Given the rapid globalization of education in the global era, especially in diverse educational and clinical environments with students from different ethnic backgrounds, it is recommended to develop new intervention strategies to enhance students' clinical performances and foster positive coping behaviors with stress.

Assessing the Effectiveness of Cyber Domain Controls When Conducting Cybersecurity Audits: Insights from Higher Education Institutions in Canada

This study validates a comprehensive cybersecurity audit model through empirical analysis in three higher education institutions in Canada. The research aims to enhance cybersecurity resilience by assessing the effectiveness of cybersecurity controls across diverse educational environments. Given the increasing frequency and sophistication of cyberattacks targeting educational institutions, this research is essential to ensure the protection of sensitive academic and personal data. Data were collected through detailed audits involving system vulnerabilities, compliance with security policies, and incident response management at each institution. The findings underscore the importance of tailored cybersecurity strategies and continuous auditing to mitigate cyber risks in the Canadian higher education sector. This study contributes to the field by validating a versatile audit tool that can be adapted to various institutional contexts, promoting enhanced cybersecurity practices and evaluating the effectiveness of cybersecurity safeguards across the higher education sector in Canada. The results of the audit model validations provide the cybersecurity maturity rating of each institution. Further research is recommended to refine the model and explore its application in other industries and sectors.

Diversidade e inclusão na formação continuada de professores: Um estudo qualitativo

The research on diversity and inclusion in continuing education of teachers aimed to analyze how these concepts are being integrated into pedagogical practice and the training of educators. Using an exploratory and qualitative approach, in-depth interviews were conducted with fifteen teachers from a Brazilian school, which allowed a detailed analysis of the experiences and challenges faced by educators. The results revealed that, despite recognizing diversity as an enriching resource for learning, teachers face difficulties due to the lack of specific training and adequate resources. The research also pointed to the need for continuing education programs that are more contextualized and adapted to the concrete realities of teachers, in addition to a greater emphasis on emotional and cultural skills. The conclusion emphasizes that effective implementation of inclusive practices requires robust institutional support and policies that sustain these efforts in the long term. Therefore, it is essential to reassess and enhance continuing education to better meet the demands of a diverse educational environment and promote a more just and equitable education.

Formação continuada de professores: Perspectivas para a diversidade e inclusão no âmbito escolar

The research aimed to analyze the perspectives of continuing teacher education for inclusion and diversity in schools, highlighting the importance of adapting these programs to meet the needs of a diverse educational environment. The methodology adopted was a bibliographic research, which involved a review of the existing literature on the subject. The results indicated that many continuing education programs are generic and do not adequately address the complexities of diversity and inclusion in classrooms. The analysis revealed the need for a more targeted and practical approach, which includes specific strategies to address diversity and promote inclusion. In addition, the importance of institutional support to ensure the effective implementation of inclusive practices was emphasized. The conclusion reinforces that continuing education must evolve to incorporate concrete and contextual inclusion and diversity practices, promoting a fairer and more equitable education, and that a robust institutional commitment is essential to transform these guidelines into effective practices.

Investigate the impact of different school education systems on adolescent mental health (depression and anxiety) in Beijing.

The purpose of the study was to explore the differences in students' mental health levels across different types of schooling systems. The current Chinese education system is basically divided into two categories. Chinese traditional education and international education system. Traditional education puts more emphasis on competition and scores, while international education emphasizes a holistic and diverse educational environment. In this study, depression anxiety will be the two criteria that I used to measure students' mental health problems. I have used A convergent parallel mixed-methods and semi-structured interview to conduct both both quantitative and qualitative research. The effect of different education system are described by three dimension, Teacher-student relationship, Peer-relation, Academic pressure. Studies have shown that public school students show higher mean scores on depression and anxiety scales compared to international school students, and qualitative research suggests that this may be due to differences in the educational environments provided by the two schools and in students' perceptions of stress.

Application of video adaptive sampling based on soft computing in higher education evaluation and E-learning interactive environment

The level of teaching quality largely reflects the overall strength of universities and has a direct impact on the quality of cultivating high-quality talents. In this context, higher education institutions are constantly striving to explore innovative methods, but this diverse educational environment also brings challenges to the evaluation methods of teacher teaching quality. This article explores the application of video adaptive sampling in AI data analysis of university education evaluation based on soft computing technology. In order to solve the data sampling problem in university education evaluation, this paper proposes a video adaptive sampling method based on soft computing. In this paper, an E-learning virtual interactive system is designed, multimedia teaching materials matching the requirements of E-learning environment are created, tools suitable for E-learning virtual interactive environment are selected and integrated, soft computing technology is adopted, intelligent algorithms and data analysis methods are combined. By extracting and analyzing the key information in the video, the video sampling strategy is dynamically adjusted to realize the adaptive video sampling. Modeling the content characteristics of videos through fuzzy logic, and using genetic algorithms to optimize the sampling frequency and accuracy of videos. The experimental results indicate that the video adaptive sampling method based on soft computing can effectively improve the accuracy and efficiency of AI data analysis in university education evaluation. Compared with traditional fixed sampling methods, this method can dynamically adjust according to the characteristics of video content, reduce redundant data sampling, and improve the accuracy of data analysis.

Challenges in Promoting Social Integration Among Students Through Single National Curriculum: Perspectives of Primary School Teachers

This study explores the challenges primary school teachers face in promoting social integration among students through the implementation of the Single National Curriculum (SNC) in Pakistan. Despite the government's efforts to eliminate inequality and class differences by standardizing the educational system under the slogan "Eik Qaum, Eik Nisaab" (One Nation, One Curriculum), significant obstacles hinder the effective execution of the SNC. These challenges include insufficient teacher training, diverse educational environments, limited resources, financial constraints and cultural barriers. The disparity between secular and religious education, private and public education and urban versus rural education further complicates the process. The research employs an experimental study design, utilizing a Self-Administered Questionnaire to gather data from a sample of 100 primary school teachers in Tehsil Muzaffargarh. The findings highlight the necessity for substantial governmental investment in teacher training and resources, alongside efforts to bridge cultural and linguistic divides. Addressing these structural issues is imperative for the successful implementation of the SNC, by fostering social cohesion and national integration among students in Pakistan.

ARcademy: Augmented Reality Adventures in Education

Abstract: Augmented reality (AR) technology holds enormous promise for transforming education by enabling interactive and immersive learning experiences. This research article provides an AR application built to highlight the different possibilities of AR in educational contexts. The program incorporates different interactive aspects, including a virtual dragon, as a showcase of the adaptability and potential of AR for boosting learning experiences. Users can connect with the virtual dragon and explore its interactions within the real-world setting, showing the seamless integration of digital material into physical spaces. Through a user-centered design approach, our team has built an easy and engaging AR experience geared at promoting curiosity, creativity, and critical thinking skills among learners. By exploiting the unique affordances of AR technology, educators can develop dynamic learning environments that cater to varied learning styles and interests. This study assesses the effectiveness of the AR application in encouraging active learning and boosting student engagement across diverse educational environments. It also investigates practical aspects such as usability, accessibility, and scalability to influence future innovations and implementations of AR-based teaching systems. By giving a real example of AR integration in education, our research contributes to the continuing discourse on the transformative potential of AR technology. It emphasizes the necessity of developing creative techniques to harness AR for interactive and personalized learning experiences in the digital age.

Exploring the role of reflective teaching in professional growth: insights from Vietnamese tertiary EFL educators

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the effectiveness of reflective teaching practices in their professional development. Reflective teaching is essential in continuously improving teaching methodologies and fostering a deeper understanding of instructional practices and student learning. Moreover, reflective teaching, a critical self-assessment methodology, is increasingly recognized as pivotal in adapting and enhancing teaching strategies in diverse educational environments. The study recruited nine Vietnamese tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end. Through semi-structured interviews, the research explored the teachers’ experiences and views on the integration, challenges, impact on professional identity, and the effects of reflective practices on student engagement and learning outcomes. Key findings revealed that reflective teaching significantly influences teaching methodologies across different career stages, with each group adapting these practices uniquely. Challenges such as time management and adapting to educational technologies were noted, along with their solutions. Reflective practices were instrumental in shaping teachers’ professional identities and enhancing student engagement and learning outcomes. The study underscores the importance of reflective practices in EFL teaching, emphasizing the need for tailored professional development programs and institutional support.

Perceptions of Pedagogical Effectiveness of The Workshop on The Use of Taptana Cañari For Mathematics Teaching: A Comparative Analysis in Different Educational Contexts

Objective: The aim of this study is to analyze perceptions of pedagogical effectiveness regarding the workshop on the use of Taptana Cañari for teaching mathematics in diverse educational settings. Theoretical Framework: In Ecuador, mathematics teachers have employed traditional approaches in their teaching in recent years. The incorporation of Taptana Cañari as a playful strategy in the educational process can promote an interactive approach to learning this subject. Method: The study relied on a non-experimental ex post facto research methodology, with a quantitative approach, featuring an exploratory and descriptive-correlational scope. Data were collected through structured questionnaires to assess the perception of 135 teachers from different educational backgrounds regarding the effectiveness of the workshop on the use of Taptana Cañari in teaching mathematics. Statistical analyses were employed to examine differences between groups and explore relationships between variables, utilizing a significance level of p &lt; 0.05. Results and Discussion: The study evaluated the perception of a mathematics teaching workshop using Taptana Cañari. A generally positive perception was found regarding pedagogical effectiveness, but areas for improvement in relevance and adaptability were identified. Differences in perception were observed between urban and rural participants, as well as between mathematics teachers and those from other areas. These results highlight the need to adapt educational workshops to the specific needs of participants and explore how these differences may affect students' academic performance. Research Implications: The findings of this research have significant implications for educational practice. The generally positive perception of the pedagogical effectiveness of the workshop indicates its potential to enhance mathematics teaching. However, the areas for improvement identified in relevance and adaptability underscore the need to adjust the workshop design to better meet participants' specific needs. Additionally, differences in perception between urban and rural participants, as well as between mathematics teachers and those from other areas, emphasize the importance of considering contextual and professional characteristics when implementing educational interventions. These considerations are crucial for maximizing the impact of workshops and promoting effective learning in diverse educational environments. Originality/Value: This research contributes originality by exploring participants' perception of the Intaka mathematics teaching workshop using Taptana Cañari, an uncommon approach in the educational field. Its value lies in identifying specific areas for improvement in the adaptability of the workshop, as well as in highlighting differences in perception between urban and rural participants, and between teachers from different areas. These findings offer unique insights for designing more effective and contextualized educational interventions, with the potential to significantly enhance the quality of learning in diverse educational communities.

Assessment of learning levels of students using ‘Dennis Congo study skill inventory’ &amp; evaluation of protocol for slow, average &amp; advanced learners in medical education

: Students starting their medical education congregate from diverse educational environments and varied learning experiences. Hence, they would have developed individual preferences in learning styles for obtaining and refining information. Some students need accelerated approach so that they can learn things in the syllabus at their own speed. While some lack focus and understand topics at a slower pace compared to their peers. The process of assessment of the learning levels of students and conduction of activities for them can open up a new window for the teachers in adopting different teaching learning methods and result in more dynamic classroom interaction. This also paves way for adoption of appropriate strategies to address the concerns of all learners. The study was done with the aim to explore the study skills and determine any correlation between study skills of the students and their academic performance. This is a cross-sectional observational, questionnaire - based descriptive study involving undergraduate students enrolled in medical college. A predesigned, pretested structured and validated questionnaire, the Denis Congo Study Skills Inventory was administered on the sample. Study Skills Efficacy Scores were determined using the same. Learners were categorized as slow, average and advanced based on their scores in the first internal examination. These scores were aligned with the study skills used by the learner and the data was analysed using Microsoft Excel 2010 &amp; IBM SPSS Statistics 28.0.1.1 Windows software to find out any correlation.: It was found that all the six skills included in the Dennis Congo study skill inventory may need to be developed in slow learners with equal emphasis so as to facilitate them in becoming average learners. All the six skills also require improvement in average learners to become advanced learners, however our study shows that more emphasis needs to be laid on the development of skills of note-taking, memory enhancement, test preparation and concentration. Out of these, note-taking and test preparation are skills which might be easier to work on as compared to memory and concentration, as a part of these skills are inherent to the individual. Teachers can play a significant role in helping the students in acquiring the skills. : Factors affecting student academic performances is a multidimensional issue which has to be identified at individual level. Deficient study skills appear to be a statistically significant cause for poor academic performance. With the objective to change the learner’s behaviour, it can be conveyed to learners what exactly is to be accomplished by providing a direction in the planning of a learning activity.This study assesses student learning levels in medical education using the 'Dennis Congo Study Skill Inventory'. It further evaluates a tailored protocol designed for slow, average, and advanced learners, aiming to enhance learning outcomes across diverse proficiency levels."

Formative assessment in K-12 English as a foreign language education: A systematic review

The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

Enhancing Early Childhood Cultural Education through the Ponorogo Reyog Theater Suitcase: A Development and Evaluation Study

This research explores the Reyog Theater Suitcase (Koper Teater Reyog) as an innovative educational tool for introducing the cultural heritage of Ponorogo to early childhood education. Utilizing a Research and Development (R&amp;D) approach and the ADDIE model, which includes the Analyze, Design, Development, Implement, and Evaluation stages, the study employed a Posttest-only experimental design with nonequivalent groups. An initial needs analysis revealed a scarcity of practical storytelling media that incorporate local narratives, such as Reyog Ponorogo, despite its prevalence in local education. Consequently, the Reyog Theater Suitcase was developed, featuring a transparent display panel, barcode-activated musical features, and manageable cultural figurines. Data collection involved expert validation through questionnaires, teacher surveys, and authentic assessments using qualitative and quantitative analyses. The findings indicated that classes using the Reyog Theater Suitcase achieved significantly better outcomes in cultural education than traditional picture books. After two rounds of feedback and revisions from experts, the quality and educational appropriateness of the product were enhanced. Hypothesis testing in both small and large-scale settings resulted in p-values of 0.000 and 0.002, respectively, leading to the rejection of the null hypothesis and acceptance of the alternative hypothesis; this confirmed that the experimental group exposed to the Reyog culture through the suitcase differed significantly from the control group using conventional media. Integrating physical and digital storytelling elements advances the discourse on delivering educational content in the digital era. However, focusing on a specific cultural narrative might limit its application to similar educational settings. Further research is recommended to evaluate its broader applicability in diverse educational environments. This study underscores the importance of innovative storytelling media that integrate local cultures, offering potential pathways to enrich global early childhood education.

Social Partnerships in Modern Russian Schools as a Tools for Creating a Rich Educational Environment and Overcoming Inequality

The aim of this article is to analyze the potential of social partnerships at schools when it comes to solving such problems as saturation of the educational environment and overcoming educational inequality. Schools are considered as a special environment that accumulates financial, cultural, and social resources. Post-Soviet schools adopting a course towards neo-managerialism would involve relative autonomy of schools and the stimulation of competition between them. As a result, the functions and forms of social partnerships at schools are undergoing transformation in comparison with the Soviet period. It is in the logic of neo-managerialism that social partnerships are presented as the primary means of overcoming educational inequality. The empirical foundation consisted of 88 interviews with employees of secondary educational institutions of the Perm Region. Analyzing the interviews allowed for explicating interpretations of the meanings and the evaluation of the effects of social partnerships at schools by the participants of the educational process. On this basis the possible risks of social partnerships are highlighted, such as: the risk of escalating educational inequality between schools and the intrusion of schools through partnerships into the sphere of state-unregulated experimentation. The disproportion is revealed in the breadth, diversity and sustainability of partnerships between “prestigious” schools and schools that do not rank particularly high. This is consistent with the general post-Soviet trend of differentiation of schools and, accordingly, varying degrees of success in developing a diverse educational environment, which leads to the risk of increasing educational inequality. The specific features of local, organizational and structural barriers that prevent schools from establishing social partnerships are analyzed.

Beyond the Test Score: The Broader Use of MUET in Malaysian Higher Education

The present study seeks to explore the test use and consequences of the Malaysian University English Test (MUET), a high-stakes university entry test in Malaysia that is used as an entry requirement for undergraduate education in Malaysia. It is deemed important to look into the consequences, particularly its washback associated with the use and interpretation of MUET as these consequences need to be understood in relation to the context in which the test is being implemented. Evaluation of large-scale assessment programs that are implemented to enhance educational quality involves investigating both their intended and unintended consequences. Therefore, this study sets out to examine both the intended and actual use and consequences of the MUET. Participants of this study include MUET test developers and students who have already taken the MUET and are currently situated in a diverse educational environment. A qualitative method was employed by means of document analysis and focused-group discussion. It was found that MUET has an impact in academic contexts as the students’ experience of taking MUET has improved their proficiency in English as well as their motivation to learn English.

From Raw Video to Pedagogical Insights: A Unified Framework for Student Behavior Analysis

Understanding student behavior in educational settings is critical in improving both the quality of pedagogy and the level of student engagement. While various AI-based models exist for classroom analysis, they tend to specialize in limited tasks and lack generalizability across diverse educational environments. Additionally, these models often fall short in ensuring student privacy and in providing actionable insights accessible to educators. To bridge this gap, we introduce a unified, end-to-end framework by leveraging temporal action detection techniques and advanced large language models for a more nuanced student behavior analysis. Our proposed framework provides an end-to-end pipeline that starts with raw classroom video footage and culminates in the autonomous generation of pedagogical reports. It offers a comprehensive and scalable solution for student behavior analysis. Experimental validation confirms the capability of our framework to accurately identify student behaviors and to produce pedagogically meaningful insights, thereby setting the stage for future AI-assisted educational assessments.

Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective

BackgroundRegular participation in physical activity (PA) benefits children’s health and well-being and protects against the development of unhealthy body weight. A key factor in children’s PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children’s MC development and understand the potential avenues for supporting children’s MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5–12 years) from a CSPAP perspective.MethodsThis study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866).ResultsTwenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children’s MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges’ g = 0.41−0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings.ConclusionsThis study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children’s MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children’s MC development.

Unraveling Lifestyle Disease Vulnerabilities among Adolescents: A Comprehensive Comparative Analysis of Private and Government School Students in Rawalpindi and Islamabad

Purpose: The increasing prevalence of lifestyle diseases in adults necessitates a closer examination of risk factors that manifest during adolescence. This study addresses this imperative, aiming to comprehensively compare lifestyle disease risk factors among adolescents attending private and government schools, with a specific focus on the distinctive nuances present within diverse educational environments. The primary objective of this cross-sectional study is to provide a thorough exploration of lifestyle disease risk factors, thereby contributing to a more nuanced understanding of the complexities inherent in adolescent health within different school settings. The study's aim is to not only identify prevalent risk factors but also to highlight the variations that exist between students in private and government schools.&#x0D; Methodology: The study engaged 600 adolescents from secondary schools in Rawalpindi and Islamabad, with 300 participants from each sector, employing purposive sampling for selection. Beyond the standard measurements of Body Mass Index (BMI), height, and weight, a comprehensive assessment encompassed dietary habits, physical activity levels, screen time, family history of lifestyle diseases, and active/passive smoking.&#x0D; Findings: Noteworthy findings include a substantial 81% of overweight individuals affiliated with private schools, indicating a distinct prevalence in this demographic. Dietary disparities were evident, with private schools displaying a 60% daily consumption of fruits and vegetables, in contrast to 40% in government schools. Further distinctions were observed in daily dairy intake (54% in private schools vs. 46% in government schools) and weekly meat consumption (56% in private schools vs. 44% in government schools). Private schools exhibited higher rates of daily and weekly fast food (54%) and soft drink consumption (67%) compared to government schools (46% and 33%, respectively).&#x0D; Physical activity engagement was reported by 45% of private school students and 55% of government school students, while screen time exceeding 2 hours was reported by 55% of private school students and 45% of government school students. Family history of lifestyle diseases was more significant among government school students. Additionally, 8% of private school students and 7% of government school students reported smoking, with 20% of private school students and 24% of government school students indicating a history of passive smoking.&#x0D; Unique Contribution to Theory, Practice, and Policy: The study enriches theoretical understanding by offering a nuanced exploration of lifestyle disease risks and disparities among adolescents. In practical terms, the findings provide insights for designing targeted interventions tailored to the specific needs of private and government school students, informing health promotion programs and strategies. Policy relevance is emphasized through recommendations for school-specific health policies, considering socioeconomic factors, and advocating for long-term monitoring to facilitate effective public health planning. The identification of nuanced lifestyle disease risks within distinct school environments adds a critical dimension to our understanding of adolescent health and informs future policies and interventions