Educational Opportunities Research Articles

Сучасні тенденції розвитку людського капіталу в глобальному середовищі.

The world’s development currently reflects the influence of globalization processes affecting the world economy, international relations, and human development. Therefore, it is relevant to study changes in human development under the impact of the growing interconnectedness and interdependence of the world. The objective of this article is to determine the impact of global processes on human development, as reflected by the global HDI. The novelty of the article is that it reveals trends in the development of human capital in a global environment under the influence of transnationalization processes, rising international migration, and the growth of global cities. The research relies on the methods of system analysis, scientific generalizations and comparisons, as well as economic and statistical analysis. The article postulates that multinational companies, which have spread in the process of globalization, contributed to the creation of millions of jobs throughout the world, stimulated the demand for highly qualified specialists and the rapid growth of all types of education, and promoted the introduction of new forms of production organization and control enhancing production culture and management. This caused the growth of employees’ incomes, boosted demand for consumer goods, thus stimulating a significant expansion of the range of supplied goods and services, the growth of national production and domestic market, and, finally, enhancing living standards and HDI indicators of the host countries. The rising importance of global demographic trends embraces a noticeable growth of the Earth’s population, which is uneven by country and region, the growth in the percentage of elderly people, especially in the developed countries. An important trend is the growth of international migration resulting from the liberalization of international relations, the development of communications, access to better education, the growth of well-being and expanding opportunities for education and self-realization abroad. The number of international migrants is growing faster than the global population, and this trend is likely to continue in the future. Urbanization and the growth of global cities have a significant impact on human development due to their high rates of employment, highly skilled labor, high professional and cultural level of workers, and high incomes. Such cities have become centers accumulating creative and intellectual capitals. The article exposes that investments in education, welfare, and health care in many countries had a positive long-term (over 30 consecutive years) effect on the growing values of the Human Development Index, as well as the global HDI, although the COVID-19 pandemic disrupted it in 2020. Meanwhile, HDI changes occur differently in different country groups, with OECD countries permanently holding the leading positions. The research adds new qualitative knowledge about human capital, trends in its development in the new conditions of globalization, which strengthens traditional views and enriches alternative approaches to the formation of conceptual understanding of human capital.

Antenatal care utilisation and receipt of its components in Nigeria: Assessing disparities between rural and urban areas-A nationwide population-based study.

Antenatal care (ANC) is crucial for positive pregnancy outcomes, but it is underutilised in Nigeria, suggesting unmet needs, and potentially contributing to the country's high burden of maternal and neonatal mortalities. This study comprehensively assesses ANC utilisation and receipt of its components in Nigeria, focusing on disparities between rural and urban areas. We used the data disaggregation approach to analyse the Nigeria Demographic and Health Survey 2018. We estimated ANC utilisation, assessed the receipt of ANC components, and identified factors associated with eight or more (≥ 8) ANC contacts nationally and across rural and urban residences. Nationwide, only 20.3% of women had ≥ 8 ANC contacts, with a significant disparity (P < 0.001) between urban (35.5%) and rural (10.4%) areas in Nigeria. The North-East region had the lowest ANC utilisation nationally (3.7%) and in urban areas (3.0%), while the North-West had the lowest in rural areas (2.7%). Nationally, 69% of mothers received iron supplements, 70% had tetanus injections, and 16% received medicines for intestinal parasites, with urban residents having higher proportions across all ANC components. Maternal and husband education, health insurance, and maternal autonomy were associated with increased ANC odds at the national, rural, and urban residences. However, differences exist, with all ethnicities having higher ANC odds than the Hausa/Fulanis in urban areas and the Yorubas demonstrating greater odds than other ethnicities in rural settings. Internet use was significant only in the national context, watching television only in urban settings, while maternal working status, wealth, birth type, religion, and radio listenership were significant in rural areas. Our study reveals significant disparities in ANC utilisation and components across Nigeria, with rural residents, particularly in northern regions, as well as socioeconomically disadvantaged and teenage mothers facing notable challenges. A multifaceted approach prioritising the interplay of intersectional factors like geography, socioeconomic status, education, religion, ethnicity, and gender dynamics is essential. Key strategies should include targeted interventions to promote educational opportunities, expand health insurance coverage, leverage internet and context-specific media, and foster socioeconomic empowerment, with priority for underserved populations.

Near-Peer Coaching to Enhance Operative Learning: An Educational Innovation for Surgical Training

Objective: To design, implement, and evaluate a near-peer coaching model to enhance operative learning in general surgery training. Background: There is an urgent need to maximize operative learning in surgical education. Trainees find barriers to operative learning difficult to navigate and often sacrifice educational opportunities for the sake of impression management. Methods: A prospective cohort study was conducted over a 6-month period following design and implementation of a trainee-led near-peer coaching model; “SPICE” (Set goals, Plan, Imagine, Comment and feedback, Evaluate and reflect). Semistructured interviews were conducted to explore trainees’ experiences of the model. Results: Twelve trainees participated in the study. The near-peer coaching encounters provided trainees with the psychological safety to be honest about learning needs, validated insecurities, and mitigated the pressures associated with impression management that consistently shaped consultant–trainee relationships. Trainees described improved operative performance, increased self-confidence, and a greater ability to adapt to the unexpected. Trainees adapted the use of the SPICE model to conventional consultant–trainee dynamics, which facilitated learning conversations and negotiation of operative opportunities. On a broader scale, trainees noticed an improvement in the teaching culture of the unit, describing that the use of the model legitimized the importance of perioperative learning conversations and increased consultant enthusiasm for teaching. Conclusions: Near-peer coaching created a unique psychological safety that facilitated authentic reflection and goal setting and improved trainee confidence. The benefits of the SPICE model were translated to other contexts and facilitated entrustment in conventional consultant–trainee relationships.

예비 초등교사들의 비구조화된 수학 문제 만들기 활동 분석

Objectives The purposes of this study were to analyze degree of structure and complexity of ill-structured mathematical problems made by prospective elementary teachers. Methods In order to do this, 109 prospective elementary teachers participated in ill-structured mathematical problem posing activities, as a result 24 group work papers were collected. The data was analyzed using framework which determines ill-structured problems and problem complexity. Results The results of this study showed that the degree of structure of the problems posed by prospective teachers varied. The prospective teachers posed problems with relatively high ill-structuredness in terms of authenticity, but with low ill-structuredness in terms of complexity and openness. The prospective teachers posed problems that were low of linguistic complexity but high of mathematical complexity. when prospective teachers asked students to solve problems they posed, most of them expected that difficulties would arise during the phase of carrying out the plan. Conclusions The results indicate that prospective elementary teachers need to develop their competence of posing ill-structured mathematical problems, in particular, there is a need to explore the meaning of openness of ill-structured problems. It also suggests that there is also a need to provide prospective teachers opportunities to anticipate and discuss students’ difficulties in ill-structured problem solving.

Student’s Perception On The Use Flipped Classroom In Learning English at The Second Grade Of SMPN 2 X Koto

This research aimed to investigate the students’ perceptions of the flipped classroom approach in learning English at SMPN 2 X Koto Tanah Datar. The flipped classroom model, which reversed traditional in-class activities and homework, introduced new content at home through videos or readings, and dedicated class time to interactive, hands-on activities. This method sought to enhance student engagement, promote active learning, and provide opportunities for personalized instruction and immediate feedback. The study employed a descriptive quantitative method, focusing on second-grade students. Data were collected using a questionnaire that was distributed to 64 students, who were selected through purposive sampling. The questionnaire aimed to gauge students' perceptions of various aspects of the flipped classroom, including self-directed learning, collaboration, responsibility, learning performance, flexibility, and student satisfaction. The population for this study consisted of all second-grade students at SMPN 2 X Koto for the academic year 2021/2022, totaling 95 students across three classes. The sample was selected using purposive sampling, focusing on classes VIII.1 and VIII.2, to ensure participants had the specific attributes necessary for the research. Based on the findings and analysis, it can be concluded that students at SMPN 2 X Koto Tanah Datar have a highly favorable perception of the Flipped Classroom approach in learning English. The study, which involved 95 second-grade students, revealed positive responses across various aspects such as autonomy in learning, collaboration, responsibility, learning performance, flexibility, individualized experiences, interactions, and overall satisfaction. With an average score of 81.41%, categorized as "Very Good" by Arikunto's criteria, the Flipped Classroom methodology is well-received and deemed beneficial for English education at SMPN 2 X Koto Tanah Datar.

The right to education for children with autism in Lesotho: A review of the legal and policy frameworks

A child’s access to equal educational opportunities is considered a basic human right, which extends even to children with disabilities. However, the realisation of international agreements protecting this right lies in individual countries’ interpretation and implementation of such rights. This study examined how the right to education for children with autism is provided for, protected and promoted in Lesotho’s existing legislation and policy frameworks. A critical policy analysis was employed to explore how explicit or implicit the language used in the legal and policy frameworks is to generate opportunities and/or social inequalities in realising this right for autistic children. Reviewed legislation and policies were purposively selected to address the phenomenon of the study. The documents selected were four legislations; the Constitution of Lesotho (Lesotho, 1993), Education Act, No.3 of 2010 (Lesotho, 2010), Children’s Protection and Welfare Act 2011 (Lesotho, 2016b), Persons with Disability Equity Act of 2011 (Lesotho, 2021), and two policy documents; National Disability and Rehabilitation Policy of 2011 (Lesotho, 2011a), and Lesotho Inclusive Education Policy of 2018 (Lesotho, 2018). The findings revealed that while there are laws, including the Constitution of Lesotho (Lesotho, 1993), and policies that recognise the right of children with disabilities to education in Lesotho, there seemed to be no legal obligation to warrant the provision of this right for children with autism. Thus, this may have a negative impact on the provision and access to equitable education for these children and, in turn, the right to education for children with autism. Therefore, a legislation and policy review is recommended if this right is to be realised for children with autism.

Cultural Responsiveness in Academic Physical Therapy: An Administrative Case Report.

This paper describes how the administrative leadership of 1 physical therapy department curated, implemented, and evaluated a culturally responsive administrative support strategy to foster a positive working environment. Authors summarize participants' perceptions of culturally responsive practices using climate survey data. This case occurred in the physical therapy and rehabilitation science department at an American academic medical center. The department administers 5 educational programs, 3 faculty practices, a community clinic, and a robust research enterprise, and employs over 100 employees. After a historic socio-cultural event, administrators implemented a series of actions to understand the needs of department employees and to respond in a culturally responsive manner. Interventions included supportive activities, educational opportunities, and community-building events. The department administered an annual climate survey to assess the employees' perceptions of the working climate, perceived impacts of the culturally responsive interventions, and suggestions for improving department climate. Survey analysis included frequency statistics (STATA Version 17; StataCorp LLC; College Station, Texas, USA) and thematic content analysis with sensitizing concepts from a culturally responsive practice framework previously applied in primary and secondary school settings. A total of 131 employees participated in the annual climate survey from 2020 to 2022. Employees' confidence to identify and address microaggressions in working environments showed trends of overall improvement, and overall self-reported experiences with racial discrimination decreased. Participants reported positive trends in addressing discrimination among colleagues, but difficulty addressing offensive behaviors perpetrated by patients. Findings suggest that culturally responsive interventions are associated with positive trends in employee climate. Interventions tailored to the audience and curated to deepen cultural knowledge, enhance self-awareness, and validate others, fostered a shared commitment to cultural equity. Administrative leaders have a role in fostering an inclusive climate by capitalizing on culturally significant teachable moments with sound culturally responsive strategy, bi-directional culturally sensitive communication, individual development, and collective action.

Penerapan Media Pembelajaran Videoscribe pada Materi Sistem Reproduksi Manusia Kelas XI

The purpose of this study is to explore the results of the application of videoscribe media in the context of learning the human reproductive system. The method in this article uses a qualitative approach with a literature study method. The main purpose of the search is to obtain a theoretical basis and a framework of thinking. The main source of data for this research is scientific articles published in various scientific journals and indexed on the google scholar database. Data analysis that qualitative data analysis consists of data reduction, data presentation, and conclusion drawing. The results of this study confirm that the application of videoscribe media in the learning process has very meaningful benefits. This media can increase student motivation and engagement, which ultimately results in a deeper understanding of the material. This has an impact on a significant increase in student learning outcomes. In addition, the use of videoscribe provides an opportunity for teachers to better understand the effectiveness and efficiency of these media in learning, so that they can better adjust teaching strategies to achieve optimal student learning outcomes. Practically, the use of videoscribe media stimulates students' motivation and participation in learning, as well as increases their involvement in understanding the subject matter

Improving the accessibility of subject English for students with language and/or attention difficulties

AbstractThe study of English is compulsory throughout all 13 years of schooling in Australia and, while there are differentiated options in the senior years of school, these do not have the same parity of esteem nor transactional value. Previous research has identified patterns of enrolment in high versus low-status subjects, reflecting differential access to powerful knowledge and further educational opportunity. To date, research has focused on patterns of inequalities in enrolment access along socioeconomic lines with comparatively less attention to the accessibility of pedagogy and assessment, particularly for students with high-incidence disabilities like Developmental Language Disorder (DLD) and Attention Deficit Hyperactivity Disorder (ADHD). In this study, we draw on individual achievement and interview data to consider the accessibility of subject English from the perspectives of 59 Year 10 students identified as having language and/or attentional difficulties consistent with DLD and ADHD. In describing their ease or difficulty with subject English, students reported attributions to self (e.g., their ability to write or to concentrate), and attributions to the subject (e.g., explicitness of success criteria, flexibility of assessment requirements, and the in/accessibility of teaching). Attributions to the subject dominated students’ responses, however, students also described a range of supportive pedagogical practices that—if implemented consistently and effectively—may help to increase the accessibility of subject English for students with language and/or attentional difficulties, providing more equitable opportunities for these students to gain from their participation in this important compulsory subject.

An Examination of the Attitudes and Behaviors of Turkish Doctors and Medical Students towards Emigration

Objective: In this study, it is desired to investigate the attitudes and behaviors of doctors and medical school students towards brain drain. Materials and Methods: This descriptive study was conducted between the dates of 14.11.2022 – 31.12.2022 at Afyonkarahisar Health Sciences University (AFSU). It was made to first-year medical faculty students and AFSU Faculty of Medicine Doctors. The sample of the study consisted of 691 students and 110 doctors. SPSS 26.0 statistical package program was used in the analysis of the data. Descriptive statistics and Chi-square analysis were used. Results: In the study, there are 784 (97.9%) citizens of the Republic of Turkey and 17 (2.1%) foreign nationals. It was observed that 491 (61.3%) of the participants were women and 691 (86.3%) were students. When the opinions of the participants about thinking of working abroad were examined, 429 (53.6%) people stated that they wanted to work, 123 (15.4%) did not want to work, and 249 (31.1%) people were undecided. If you want to practice medicine abroad, would you consider returning? 180 (42%) answered yes, 114 (26.6%) no and 135 (31.5%) undecided. Do you think language exams are an obstacle for you to go abroad? To the question, 628 (78.4%) of the participants answered yes, 99 (12.4% answered no) and 74 (9.2%) stated that they were undecided. 628 (78.4%) answered yes, 99 (12.4%) said no, 74 (9.2%) stated that they were undecided. Conclusions: Higher income, better treatment (Respect, love, understanding,.. ), insecurity , as one of the reasons why doctors want to go abroad. These include working conditions, technologically equipped healthcare systems abroad, travel opportunities, and career and further education opportunities. With the increasing number of staff, Doctors think that their specialty training will be insufficient, and with this thought, doctors want to go abroad. It has been observed that the rate of those who want to practice medicine abroad and the rate of those who want to return when they go are high. It has been determined that the foreign language problem is an important obstacle for brain drain. It can be understood that, due to the high rate of participants being undecided in case of an increase in working wages in Turkey, doctors may give up going if their wages increase.

Improving train services to increase student mobility and safety on the Purwakarta-Karawang route

Transportation is essential for the mobility of workers and students, yet many prefer motorcycles over public transportation like trains due to inadequate schedules and limited train availability. This choice contributes to Indonesia's high motorcycle usage and associated traffic accident risks. This study focuses on the Purwakarta-Karawang train route and its impact on student mobility at Universitas Singaperbangsa Karawang. Employing a qualitative method with descriptive data collection and SWOT analysis, this research gathers student feedback on current train schedules and their impact on daily commutes. Findings indicate that increasing the number of train schedules could significantly improve student mobility and reduce the reliance on motorcycles, thereby decreasing traffic accidents. Moreover, better train schedules could enhance access to educational and employment opportunities. The study suggests that the local government should consider expanding and optimizing train services to address these issues. This research contributes to the broader field of transportation studies by highlighting the importance of efficient public transport schedules in reducing traffic accidents and supporting student mobility. It emphasizes the need for policy adjustments to improve Indonesia's public transportation infrastructure and services by proposing practical solutions.

Improving education for incarcerated children and young people: policy recommendations from three transnational projects in Europe

Purpose The purpose of this policy piece is to present headline evidence from the equivalent of a decade of research across three projects focused on improving the educational experiences of incarcerated or justice-involved children and young people across 14 countries. The projects demonstrated a positive impact when using the specially designed innovative methods even with disengaged justice-involved children and young people. Each project had a different focus based on the needs of the children and young people, including (re)engaging them with education and learning opportunities re-engaging young offenders with education and learning (RENYO), developing identified social and emotional competencies through sport active games 4 change (AG4C) and developing skills for when transitioning into communities (S4L). Design/methodology/approach Each of the three projects designed bespoke interventions and materials based on the focus of the project. Combined, these were piloted across a total of 14 countries with 548 children and young people, 225 educators and 21 youth justice settings (custodial and non-custodial). Qualitative and quantitative data were gathered from educators, children and young people to better understand the effectiveness and limitations of the pedagogical approaches, the materials and experiences of the users. Findings The findings from across the three projects demonstrated that when custodial settings or youth justice settings have greater access to specifically designed tools and resources, with appropriate training to use them, it is possible to re-engage even the most disengaged children and young people with education and learning (RENYO). It was also possible to show a statistically significant increase in social and emotional competencies (social awareness, responsible decision-making, self-awareness, self-management, relationship skills) in participating country settings (AG4C) and to engage children and young people with a Skills4Life Curriculum in preparation for moving back into the community. Research limitations/implications Custodial and other youth justice settings vary widely in different jurisdictions with varying levels of resource. Whilst all programmes had success in implementation, this was to different degrees and extents in each of the country contexts. Much of this success will depend on the skills of educators and the willingness of the leadership. Practical implications The programmes and interventions in this policy piece can be used in a range of contexts and settings as shown by the wide range of sites they were piloted in. From a practical perspective, these programmes and interventions have been designed to fit into existing structures and timetables with custodial and youth justice settings, making them easily integrated into business as usual. Originality/value Planned and strategically delivered interventions by expert educators in a holistic way means there is real opportunity to better support justice involved children and young people to successful transitioning back into communities, thereby potentially reducing reoffending. This is done by (re)engaging them with education and learning on entry, using the authentic inquiry methodology, developing social and emotional competencies through the active games and sport programme, followed by a tailored Skils4Life Curriculum preparing them for transition back into communities.

Examining the impact of self-stigma on workplace well-being: an empirical investigation of medical students with physical disabilities in China and the moderating role of trait mindfulness

BackgroundAs societal evolution unfolds in China, individuals with physical disabilities are increasingly provided opportunities in higher education, particularly in the field of medicine. However, these medical students often encounter bias in their work environments, including during internships, which fosters self-stigma and impedes their experience for workplace well-being (WWB). Such a decrease in WWB detrimentally affects not only their mental health in the workplace but also hinders their sense of personal worth and assimilation into broader society. This study aims to examine the challenges faced by medical students with physical disabilities in China as they aspire to achieve WWB, and to explore potential intervention strategies.MethodsLeveraging cognitive consistency theory (CCT), we introduces a conceptual framework to examine the relationships among self-stigma, perceived discrimination, and WWB. It also investigates the role of trait mindfulness as a potential mitigating factor in this dynamic. We employed the Internalized Stigma of Mental Illness Scale (ISMIS), Discrimination Perception Questionnaire (DPQ), Workplace Well-being Subscale (WWBS), and Mindful Attention Awareness Scale (MAAS) to survey 316 medical students with physical disabilities. Statistical analyses, including correlation, regression, and moderated mediation effect assessments, were conducted using SPSS 22.0 and AMOS 24.0.ResultsA notable negative correlation exists between self-stigma and WWB (r = -0.56, p < 0.01). Perceived discrimination partially mediates the relationship between self-stigma and WWB. The direct effect of self-stigma and its mediating effect through perceived discrimination account for 60.71% and 21.43% of the total effect, respectively. Trait mindfulness moderates the latter part of this mediating pathway. Moderation models indicate that trait mindfulness has a significant negative moderating effect on the impact of perceived discrimination on WWB (β = -0.10, p < 0.001).ConclusionsSelf-stigma adversely affects the positive work experiences of medical students with physical disabilities by eliciting a heightened sensitivity to discriminatory cues, thereby undermining their WWB. Trait mindfulness can effectively counter the detrimental effects of perceived discrimination on WWB. Consequently, this study advocates for the systematic incorporation of mindfulness training into educational services and workplace enhancement programs for medical students with disabilities, aiming to foster an inclusive and supportive external environment.

Examining the impact of self-stigma on workplace well-being: an empirical investigation of medical students with physical disabilities in China and the moderating role of trait mindfulness

BackgroundAs societal evolution unfolds in China, individuals with physical disabilities are increasingly provided opportunities in higher education, particularly in the field of medicine. However, these medical students often encounter bias in their work environments, including during internships, which fosters self-stigma and impedes their experience for workplace well-being (WWB). Such a decrease in WWB detrimentally affects not only their mental health in the workplace but also hinders their sense of personal worth and assimilation into broader society. This study aims to examine the challenges faced by medical students with physical disabilities in China as they aspire to achieve WWB, and to explore potential intervention strategies.MethodsLeveraging cognitive consistency theory (CCT), we introduces a conceptual framework to examine the relationships among self-stigma, perceived discrimination, and WWB. It also investigates the role of trait mindfulness as a potential mitigating factor in this dynamic. We employed the Internalized Stigma of Mental Illness Scale (ISMIS), Discrimination Perception Questionnaire (DPQ), Workplace Well-being Subscale (WWBS), and Mindful Attention Awareness Scale (MAAS) to survey 316 medical students with physical disabilities. Statistical analyses, including correlation, regression, and moderated mediation effect assessments, were conducted using SPSS 22.0 and AMOS 24.0.ResultsA notable negative correlation exists between self-stigma and WWB (r = -0.56, p < 0.01). Perceived discrimination partially mediates the relationship between self-stigma and WWB. The direct effect of self-stigma and its mediating effect through perceived discrimination account for 60.71% and 21.43% of the total effect, respectively. Trait mindfulness moderates the latter part of this mediating pathway. Moderation models indicate that trait mindfulness has a significant negative moderating effect on the impact of perceived discrimination on WWB (β = -0.10, p < 0.001).ConclusionsSelf-stigma adversely affects the positive work experiences of medical students with physical disabilities by eliciting a heightened sensitivity to discriminatory cues, thereby undermining their WWB. Trait mindfulness can effectively counter the detrimental effects of perceived discrimination on WWB. Consequently, this study advocates for the systematic incorporation of mindfulness training into educational services and workplace enhancement programs for medical students with disabilities, aiming to foster an inclusive and supportive external environment.

Exploring provider perspectives of the STEM club landscape: findings from one Australian state

ABSTRACT STEM clubs, often located in extracurricular settings, are designed to promote engagement and enjoyment of STEM-related topics and concepts. Given the current policy landscape, a closer examination of STEM clubs is warranted. This paper explores the opportunities and challenges presented by these programs by drawing on interviews with nine STEM club providers in Queensland, a state in north-eastern Australia. The study aims to elucidate the key elements perceived to contribute to the effectiveness and success of STEM clubs, whether school-based, library-based, or run by private businesses for profit. Through inductive thematic analysis, three prominent themes emerged: visioning, pedagogical design and intent, and facilitation. The analysis reveals that Queensland's STEM club context presents significant opportunities for authentic STEM learning and teaching, however, it also identifies challenges to be addressed, including recruiting facilitators who possess expertise in STEM knowledge and skills, possess the necessary confidence and ability to design and implement STEM activities, while also being able to engage and connect with student participants effectively. The findings have implications for STEM-related activities in other informal learning environments.

Exploring provider perspectives of the STEM club landscape: findings from one Australian state

ABSTRACT STEM clubs, often located in extracurricular settings, are designed to promote engagement and enjoyment of STEM-related topics and concepts. Given the current policy landscape, a closer examination of STEM clubs is warranted. This paper explores the opportunities and challenges presented by these programs by drawing on interviews with nine STEM club providers in Queensland, a state in north-eastern Australia. The study aims to elucidate the key elements perceived to contribute to the effectiveness and success of STEM clubs, whether school-based, library-based, or run by private businesses for profit. Through inductive thematic analysis, three prominent themes emerged: visioning, pedagogical design and intent, and facilitation. The analysis reveals that Queensland's STEM club context presents significant opportunities for authentic STEM learning and teaching, however, it also identifies challenges to be addressed, including recruiting facilitators who possess expertise in STEM knowledge and skills, possess the necessary confidence and ability to design and implement STEM activities, while also being able to engage and connect with student participants effectively. The findings have implications for STEM-related activities in other informal learning environments.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Artificial intelligence literacy: a proposed faceted taxonomy

Purpose The purpose of this paper is to propose a taxonomy of artificial intelligence (AI) literacy to support AI literacy education and research. Design/methodology/approach This study makes use of the facet analysis technique and draws upon various sources of data and information to develop a taxonomy of AI literacy. The research consists of the following key steps: a comprehensive review of the literature published on AI literacy research, an examination of well-known AI classification schemes and taxonomies, a review of prior research on data/information/digital literacy research and a qualitative and quantitative analysis of 1,031 metadata records on AI literacy publications. The KH Coder 3 software application was used to analyse metadata records from the Scopus multidisciplinary database. Findings A new taxonomy of AI literacy is proposed with 13 high-level facets and a list of specific subjects for each facet. Research limitations/implications The proposed taxonomy may serve as a conceptual AI literacy framework to support the critical understanding, use, application and examination of AI-enhanced tools and technologies in various educational and organizational contexts. Practical implications The proposed taxonomy provides a knowledge organization and knowledge mapping structure to support curriculum development and the organization of digital information. Social implications The proposed taxonomy provides a cross-disciplinary perspective of AI literacy. It can be used, adapted, modified or enhanced to accommodate education and learning opportunities and curricula in different domains, disciplines and subject areas. Originality/value The proposed AI literacy taxonomy offers a new and original conceptual framework that builds on a variety of different sources of data and integrates literature from various disciplines, including computing, information science, education and literacy research.

Effect of Gender and Generation on the Adoption of Irrigation and Good Farming Practices in Bontanga and Golinga Irrigation Schemes in Northern Ghana

This study examined the challenges faced by men, women, and different age groups in irrigation water management and farming practices in the Bontanga and Golinga irrigation schemes. The results of the study revealed that there are significant differences in irrigation and farming practices between men and women as well as between older and younger farmers. For men, the main challenges were; limited access to financial resources for investing in modern irrigation technologies and equipment, inadequate knowledge and awareness of sustainable farming practices and water management insufficient government support, and lack of policies tailored to their specific needs. For women, these were gender inequalities and limited access to land, water, and productive resources, lack of control and decision-making power over irrigation water allocation, and limited access to training and extension services to enhance their farming skills. Youth recognized limited interest and involvement in agriculture due to the perception of low profitability and lack of modernization, inadequate access to education and training opportunities in agricultural practices and water management, and insufficient support and mentorship programs to encourage youth participation in farming.