Educational Pathways Research Articles

American and British Universities’ Experience in Forming Student Mindsets

TThe paper focuses on issues of building students’ mindsets at leading British and US universities according to global universities’ ratings and serving as elite training centers for international organizations. The major research question aims to uncover the key ideology that shaped the Anglo-Saxon higher education system. The ideology that shaped the AngloSaxon higher education system is evident through the design of Social Sciences and Humanities programs at British and US universities, targeting world leaders and global organization employees. The research method employed was contentanalysis of a range of international studies devoted to educational pathways of leaders,leadership training programs,structure and contents of the two eminent undergraduate Oxford University 3-year courses: Philosophy, Politics and Economics (BA), Global Governance and Diplomacy (M. Sc.), an interdisciplinary program Human, Social and Political Sciences (HSPS) offered at the University of Cambridge, as well as missions of a select world leading universities (the case of Harvard). The authors conclude that graduates of European and US university programs tend to identify themselves as “exceptional” and privileged Euro-Atlantic actors of international relations, which, in turn, largely influence the current state of global affairs.

Exploring the Pathway of Family Education: Insights from the Marital and Reproductive Values of University Students in China

Exploring the Pathway of Family Education: Insights from the Marital and Reproductive Values of University Students in China

Walking a desire track: Montessori pedagogy as resistance to normative pathways

ABSTRACT Following calls to ‘bewilder’ (Snaza 2013) the pioneers of early education, this article positions Montessori pedagogy as a ‘desire path’ that acts as resistance to normative policy-driven pathways in early childhood education and care. Desire paths are alternative tracks made aside from officially established walking routes. In this paper I think with the metaphor of pathways and desire paths positioning an educator’s choice to practice Montessori pedagogy as an approach which wanders outside of mainstream qualifications and education. To do this, I take fragments of a professional life story that chart the agentic nature of choosing Montessori pedagogy as a way to problematise how walking that desire line challenges, and defies normative pathways. I also propose a re-reading of Montessori’s pedagogy, not as pioneering but as nomadic, and suggest that social desire paths enable Montessori education to be viewed as multiple, situated, alternative tracks to prescribed pathways.

Determinants of Positive Mental Health in Palliative Care Volunteers: Transferring the SEARCH Positive Education Pathways to Well-being Framework Into a New Field

Determinants of Positive Mental Health in Palliative Care Volunteers: Transferring the SEARCH Positive Education Pathways to Well-being Framework Into a New Field

Attitudes of Secondary Technical School Students towards Their Choice of Educational Path

This paper addresses the challenges regarding the choice of educational pathway for an adolescent from primary to secondary education. The aim is to highlight comparative differences in student decision-making when choosing a technically oriented study program. One sub objective is to emphasise the evolving preferences and roles of students in the decisionmaking process. The introduction provides the reader with a definition of decision-making processes and the choice of an educational pathway in the context of the Czech Republic. The following chapters present the main findings of the study. In Chapter 4, the risks associated with choosing a study path are presented, and the transition to the research part of the article is smooth. Three research hypotheses were defined to conduct the research. The study was conducted using a specifically designed non-standardised questionnaire. Details of the questionnaire design and the sample for the new research are provided. Subsections 4.3–4.6 present an overview of the results from the confirmatory and exploratory analyses. The discussion and conclusion summarise the results within a broader professional context. The primary findings indicate that students seem to be more independent in selecting technical schools. Students most often consider three criteria when making their choice: 1. the prospect of a career as a technician or a professional; 2. professional advantages in the job market; and 3. interest in the field and its study. We also present one of the possible correlation models of students’ personal preferences when choosing a secondary technical school.

Enhancing inclusive teaching. A teacher professional development research grounded in UDL principles

The international scientific literature emphasizes the importance of inclusive education, which places the valorization of all diversities at the core of every learning environment. It also highlights the Universal Design for Learning (UDL) as an educational framework that promotes accessibility in learning, enabling all students to fully participate regardless of their abilities by designing flexible and customizable educational material. In light of this, the UDL can serve as a model for crafting educational pathways aimed at supporting the academic success of all individuals while promoting full participation in creating a new democratic educational culture oriented towards equity, universality, and belonging. Against this background, the paper focuses on the implementation phases of a Teacher Professional Development Research (TPDR) pathway involving a group of in-service teachers in UDL approaches within lower secondary education. Its objective is to assess whether this pathway leads to an increase in inclusive practices in the classroom, a positive change in teachers' perception of their professional agency, and a positive impact on students' perception of their learner agency. The research aims, on the one hand, to contribute to the scientific literature on teacher professional development and inclusive education and, on the other hand, to promote the co-construction of knowledge within the teachers' community of practice, which is significant as it is deeply rooted in the real context, fostering transformative change in teaching practices and inclusive processes from an emancipatory perspective.

Building Career Pathways for Cancer Nurses: Ensuring Cancer Nursing's Future

Objectives: It is well established that cancer nurses and Advanced Practice Nurses (APN) are critical to the delivery of high-quality, accessible, safe and affordable cancer care globally. Specialised cancer nurses and APNs with a strong foundation in the pillars of nursing practice (clinical, leadership, education, and research) are essential to optimise patient outcomes, create increased cost-efficiencies through innovative models of care delivery, and can further leverage interprofessional collaboration in cancer care. To address the existing shortcomings in cancer control, Australian cancer nurses, including APNs, and cancer nurses and APNs globally, need an evidence-informed consensus drive framework to harmonize clinical, educational and career pathways leading to specialization, advanced practice, promotion, and equitable and accessible education. Methods: Critical perspective. Results: Scoping work has begun to build on the 2009 seminal Australian EdCaN framework, with ambitions to develop a contemporary practice and career framework for all cancer nurses which details clear pathways to specialised and APN roles inclusive of navigating to and through direct clinical care, research, academia, education and management or executive leadership. Conclusions: A revised framework that is cognisant of the changing landscape of contemporary cancer care, and the growing diversity of nursing roles is needed to address the imminent nursing workforce crisis. Implications for Nursing Practice: The revised framework may support the implementation of the newly released Australian Cancer Plan and provide a career pathway model that may be adopted internationally, including in low and middle income countries.

Challenges and Prospects of Artificial Intelligence in Nigerian Journalism Practice: A Narrative Review

The integration of artificial intelligence (AI) into Nigerian journalism practices presents both challenges and prospects for the industry. This paper explores the dynamic interplay between AI technologies and journalism in Nigeria, addressing key conceptual clarifications, theoretical frameworks, challenges, and prospects associated with AI utilization in the field. Drawing upon existing literature, the study examines the multifaceted nature of AI, ranging from its conceptual underpinnings to its practical applications in journalism. It utilizes the Technology-Organization-Environment (TOE) framework to analyze the factors influencing AI adoption within Nigerian newsrooms, considering technological, organizational, and environmental contexts. Identifying challenges such as infrastructural limitations, financial constraints, cultural resistance, and ethical considerations, the paper elucidates the complexities inherent in AI integration in Nigerian journalism. These challenges encompass issues of data quality, transparency, bias, and accountability, underscoring the need for responsible AI implementation and robust ethical frameworks. Additionally, the paper discusses the prospects offered by AI in enhancing journalistic efficiency, facilitating data-driven reporting, personalizing news delivery, and combating misinformation. By leveraging AI for fact-checking, multilingual reporting, predictive analytics, and automated content generation, Nigerian journalists can innovate and adapt to the evolving media landscape. Moreover, AI presents opportunities for improving audience engagement, storytelling, collaboration, and addressing bias and ethics concerns. Embracing AI in journalism also creates educational pathways for aspiring journalists, fostering skill development and innovation in the industry.

Integration of Red Resources in Middle School Art Teaching Practice Research

The integration of red resources is an important aspect of middle school art education, and incorporating the spirit and culture of the color red into middle school art classrooms holds significant significance. This paper, using art as a medium, explores the educational pathway of integrating red resources into middle school art education by examining and analyzing primary and secondary school curricula and teaching theories, core literacy teaching theories, new art curriculum standards, and subject textbooks. Through investigating teaching methods to enrich the forms of art curriculum content, this study aims to shape students' ideal beliefs, cultivate patriotic sentiments, and promote the development of the art discipline.

Planning for the development of strength and conditioning coaches’ psychosocial competencies

ABSTRACT Co-produced research can engage academics with non-academic partners to improve policy and practices in everyday life. Accordingly, we collaborated with the United Kingdom’s Strength and Conditioning Association (UKSCA) stakeholders. As an ongoing participatory action research (PAR), in phase one we explored the lack of psychosocial competencies in the UKSCA’s predominantly positivist and bioscientific coach education curriculum and their suggestions for change. This manuscript focuses on the planning step of phase two of our PAR. Twenty-six UKSCA stakeholders engaged in focus groups or one-on-one interviews where they discussed their knowledge, beliefs, feelings, and suggestions of learning psychosocial coaching competencies as part of the UKSCA’s coach education and accreditation pathway. We used a thematic narrative analysis to create one story involving five sequential themes that build towards a plan for the UKSCA’s curriculum changes. The narrative arc starts with the stakeholders uncovering the central problem – the lack of psychosocial competencies. Then, the stakeholders identify the current curriculum as scientific and objective, explore how psychosocial competencies are currently learned through experience, and the story climaxes with a debate on the need for change. In the resolution, they suggest actions for change, particularly a new module for the UKSCA, taught by psychosocial content experts. In the challenge of introducing new disciplinary knowledge to the field of strength and conditioning, the story outlines how PAR can lead to the organisation of a practical plan for ongoing co-production, which may shape coaches’ knowledge construction and a plurality of ontological and epistemological perspectives within the UKSCA.

Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison

Abstract This study explores the implications of early between-school tracking within educational systems – a practice that involves sorting students into different educational pathways based on their achievement levels. We examine two potential effects of this process: (i) the promotion of homogeneous learning environments through tracking, and (ii) the potential for tracking to exacerbate social segregation among schools. To scrutinize these effects, we analyze data from the assessment studies PISA, TIMSS, and PIRLS (1995–2019). Additionally, we investigate whether school selectivity influences the tracking effects. Using difference-in-differences models combined with multiverse analyses, our findings demonstrate that early between-school tracking indeed contributes to the homogeneity of learning environments and can lead to increased social school segregation. However, our results do not indicate a moderating role of school selectivity.

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Abstract. Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home schools to support science educators in ES education.

A new teaching-learning sequence to promote secondary school students’ learning of quantum physics using Dirac notation

This paper describes the design of a new teaching-learning sequence on quantum physics aimed at upper secondary school students. In this teaching-learning sequence, GeoGebra simulations and interactive screen experiments are used to investigate the behaviour of a single photon at beam splitter and single photon interference in a Michelson interferometer. We propose a minimal formalism using Dirac notation, which avoids complex numbers and elaborate vector calculus, to make a quantitative description of the quantum optics experiments accessible to secondary school students. With this new educational pathway, we take into account findings from physics education research, which suggest that the introduction of a mathematical formalism tailored to students’ abilities might help them to overcome naive-realist views of quanta or space-time descriptions of quantum phenomena, while at the same time facilitating a transition to a functional understanding of quantum models.

Principles for Responsible Management Education (PRME) in Sri Lankan Business Schools: A Pathway to Sustainable Business Education: A Study of Curricular Integration, Stakeholder Engagement, and Sustainable Development Outcomes

This research study is an analysis of the introduction and application, PRME within Sri Lankan business schools to promote al sustainable management education. This study applies an integrated approach through analyzing diverse facets of PRME implementation issues comprising alignment curriculum component, stakeholder involvement and realization to sustainable development benefits.By using a mixed-methods research design, the study assesses systematically the problems and respond encounters in integration of PRME criteria to curriculums offered by Sri Lankan business schools identifying activities which impact this process. Furthermore, the research analyses stakeholder engagement in PRME implementation path with a focus on collaboration between businesses, government agencies and civil society organizations that promotes achievement of sustainable development outcomes.The outcomes of this study offer not only a profound picture of the current situation with regards to PRME adoption but also shed fantastic light on its development prospects and influence over Sri Lankan business schools. This study pinpoints successful strategies thus it helps in developing a sound sustainable business education pathway for Sri Lanka.

Mapping the distinct patterns of educational and social stratification in European countries

This article analyses how educational and initial vocational training systems in Europe vary regarding the way in which they structure educational routes for pupils of different academic ability. The study uses cluster analysis to explore the degree of similarity between 25 European countries, including variables related to: stratification within compulsory education; vocational orientation; links between initial vocational education and the labour market; transitions from secondary education; stratification within tertiary education; and links between educational qualifications and labour market outcomes. I identify three clusters of countries that have distinct patterns of stratification. This article contributes to the literature on educational regimes and school-to-work transitions by adding countries from Central and Eastern Europe (CEE) and integrating multiple dimensions pertaining to the link between educational and social stratification. Thus, it develops a more encompassing representation of the architecture of educational pathways in different European countries.

Knowledge, attitude, practice, needs, and implementation status of intensive care unit staff toward continuous renal replacement therapy: a survey of 66 hospitals in central and South China

BackgroundContinuous renal replacement therapy (CRRT) is a commonly utilized form of renal replacement therapy (RRT) in the intensive care unit (ICU). A specialized CRRT team (SCT, composed of physicians and nurses) engage playing pivotal roles in administering CRRT, but there is paucity of evidence-based research on joint training and management strategies. This study armed to evaluate the knowledge, attitude, and practice (KAP) of ICU staff toward CRRT, and to identify education pathways, needs, and the current status of CRRT implementation.MethodsThis study was performed from February 6 to March 20, 2023. A self-made structured questionnaire was used for data collection. Descriptive statistics, T-tests, Analysis of variance (ANOVA), multiple linear regression, and Pearson correlation coefficient tests (α = 0.05) were employed.ResultsA total of 405 ICU staff from 66 hospitals in Central and South China participated in this study, yielding 395 valid questionnaires. The mean knowledge score was 51.46 ± 5.96 (61.8% scored highly). The mean attitude score was 58.71 ± 2.19 (73.9% scored highly). The mean practice score was 18.15 ± 0.98 (85.1% scored highly). Multiple linear regression analysis indicated that gender, age, years of CRRT practice, ICU category, and CRRT specialist panel membership independently affected the knowledge score; Educational level, years of CRRT practice, and CRRT specialist panel membership independently affected the attitude score; Education level and teaching hospital employment independently affected the practice score. The most effective method for ICU staff to undergo training and daily work experience is within the department.ConclusionICU staff exhibit good knowledge, a positive attitude and appropriately practiced CRRT. Extended CRRT practice time in CRRT, further training in a general ICU or teaching hospital, joining a CRRT specialist panel, and upgraded education can improve CRRT professional level. Considering the convenience of training programs will enhance ICU staff participation. Training should focus on basic CRRT principles, liquid management, and alarm handling.

Perspectives on supporting Veterans’ social needs during hospital to home health transitions: findings from the Transitions Nurse Program

BackgroundVeterans who need post-acute home health care (HHC) are at risk for adverse outcomes and unmet social needs. Veterans’ social needs could be identified and met by community-based HHC clinicians due to their unique perspective from the home environment, acuity of Veterans they serve, and access to Veterans receiving community care. To understand these needs, we explored clinician, Veteran, and care partner perspectives to understand Veterans’ social needs during the transition from hospital to home with skilled HHC.MethodsQualitative data were collected through individual interviews with Veterans Health Administration (VHA) inpatient & community HHC clinicians, Veterans, and care partners who have significant roles facilitating Veterans’ hospital to home with HHC transition. To inform implementation of a care coordination quality improvement intervention, participants were asked about VHA and HHC care coordination and Veterans’ social needs during these transitions. Interviews were recorded, transcribed, and analyzed inductively using thematic analysis and results were organized deductively according to relevant transitional care domains (Discharge Planning, Transition to Home, and HHC Delivery).ResultsWe conducted 35 interviews at 4 VHA Medical Centers located in Western, Midwestern, and Southern U.S. regions during March 2021 through July 2022. We organized results by the three care transition domains and related themes by VHA, HHC, or Veteran/care partner perspective. Our themes included (1) how social needs affected access to HHC, (2) the need for social needs screening during hospitalization, (3) delays in HHC for Veterans discharged from community hospitals, and (4) a need for closed-loop communication between VHA and HHC to report social needs.ConclusionsHHC is an underexplored space for Veterans social needs detection. While this research is preliminary, we recommend two steps forward from this work: (1) develop closed-loop communication and education pathways with HHC and (2) develop a partnership to integrate a social risk screener into HHC pathways.

Factors Influencing the Provision of Healthcare Professional-Led Sexual Support to Patients with Cancer and Their Partners: An Integrative Review of Studies from 2017 to 2022

Abstract Introduction Patients with cancer and partners often face difficult and enduring sexual concerns. Reviews up to 2017 identified that the provision of a healthcare professional (HP)-led sexual support was not routine practice. Since 2017, there has been a burgeoning growth in research and evidenced-based interventions targeting HP’s sexual support provision in cancer care. Therefore, this review presents a synthesis of HP-led sexual support and factors impacting provision in cancer care from 2017 to 2022 to ascertain if sexual support in clinical practice has changed. Methods Using an integrative review design, searches were performed on five electronic databases (CINAHL, MEDLINE, ProQuest, PubMed and PsycInfo), Google Scholar and manual review of reference lists from 2017 to 2022. Data extracted from studies meeting predefined inclusion/exclusion criteria was synthesised using thematic analysis. Papers were appraised using the Mixed Methods Appraisal Tool. Results From the twelve empirical studies included, three themes were identified: (1) Theory–practice gap: HP’s recognition of the need to provide sexual support to patients with cancer and partners but current provision is lacking, (2) professional and organisational barriers to HPs providing sexual support for patients with cancer and (3) equipping HPs and enabling patients to discuss sexual challenges in cancer care could enhance delivery of sexual support. Conclusion Provision of HP-led sexual support in cancer care is still not routine practice and when provided is considered by HPs as sub-optimal. Policy Implications Providing HPs with education, supportive resources and referral pathways could enhance the provision of sexual support in cancer care.

There and Back Again: A Forty-Year Perspective on Physician Nutrition Education

Medical education faces an urgent need for evidence-based physician nutrition education. Since the publication of the 1985 National Academies report “Nutrition Education in the United States Medical Schools,” little has changed. Although several key efforts sought to increase nutrition content in undergraduate medical education over the past 40 y, most medical schools still fail to include the recommended minimum of 25 h of nutrition training. Without foundational concepts of nutrition in undergraduate medical education, graduate medical education unsurprisingly falls short of meeting patient needs for nutritional guidance in clinical practice. Meanwhile, diet-sensitive chronic diseases continue to escalate, although largely preventable and treatable by nutritional therapies and dietary lifestyle changes. Fortunately, recent recognition and adoption of Food is Medicine programs across the country increasingly connect patients with healthy food resources and nutrition education as core to their medical care, and physicians must be equipped to lead these efforts alongside their dietitian colleagues. Filling the gap in nutrition training will require an innovative and interprofessional approach that pairs nutrition with personal wellness, interprofessional practice, and community service learning. The intersectional benefits of connecting these domains will help prepare future physicians to address the social, behavioral, and lifestyle determinants of health in a way that recognizes nourishing food access as a core part of clinical practice. There are numerous strategies to integrate nutrition into education pathways, including didactic and experiential learning. Culinary medicine, an evidence-based field combining the culinary arts with nutritional science and medicine, is 1 promising educational framework with a hands-on, interprofessional approach that emphasizes community engagement. Advancing the critical need for widespread adoption of nutrition education for physicians will require support and engagement across societal stakeholders, including co-leadership from registered dietitian nutritionists, health system and payor reform, and opportunities for clinical innovation that bring this essential field to frontline patient care.

Kei Kōnei Aronui – the Collective Experiences of MAI Ki Aronui, a Māori and Indigenous Doctoral Scholar Support network.

Kei kōnei Aronui (Aronui is here) is the title of a waiata (song), composed by Jani Wilson (former coordinator of MAI ki Aronui), and is sung when welcoming newcomers into our space – declaring our presence and identity. This collective article presents the narratives of nine scholars affiliated with MAI ki Aronui, a Māori and Indigenous doctoral support network – hosted at Te Wānanga Aronui o Tāmaki Makaurau (Auckland University of Technology) in Auckland, Aotearoa (New Zealand). Authors were invited to contribute short narratives or illustrative pieces describing their experience of MAI ki Aronui and their PhD or research journey. These contributions likely represent similar sentiments shared by fellow Māori and Indigenous PhDs. They include a range of creative and conventional vignettes illustrating the experience of being an Indigenous scholar in a western academic institution. The educational pathway for Māori and Pasifika, in Aotearoa has several compounding pressures, resulting in these scholars being amongst a small minority in Aotearoa’s universities. This collaborative article attempts to present the collective experiences of Māori and Indigenous scholars from elsewhere who found a place of belonging and acceptance, beyond the margins of academia and centred within an Indigenous worldview.