A golden ticket?: The framing of lifelong learning in education policies in the Philippines, Malaysia and Singapore

Survey data on digital competence assessment among pre-service teachers in Vietnam.

Family engagement in critical care settings can enhance healthcare outcomes and patient care satisfaction in the intensive care unit. However, there is limited evidence regarding the barriers to and facilitators of engaging families in direct care, notably early mobilisation. To synthesise evidence on barriers and facilitators to including family members in early mobilisation of adult patients in intensive care units. Integrative review using Whittemore and Knafl's five-stage framework. A systematic search (January 2015-March 2025) across CINAHL, MEDLINE, ProQuest, ProQuest Dissertations and Theses, and Scopus databases of English-language primary studies examining family participation in early mobilisation of adult patients in intensive care units. Studies were critically appraised using Joanna Briggs Institute tools, and data were extracted and thematically synthesised. Ten studies ranging from moderate to high quality were included in the final review. Thematic synthesis produced four themes affecting family engagement: patient vulnerability and readiness for shared movement (clinical condition); family confidence and relationships (readiness, knowledge, emotional state); clinician gatekeeping and guidance (workload, confidence, communication); and organisational culture and systems (protocols, visitation policies, resources). Family engagement in early mobilisation is influenced by barriers and facilitators at multiple levels, including patient, family, clinician, and organisational levels. Multi-level approaches combining structured education, clinician training, and supportive policies are essential to enable safe and sustainable participation. A practical first step in promoting family engagement in early mobilisation is to clarify families' roles within the intensive care team. Providing families with clear information, education, and guidance would reduce uncertainty and support safe participation in mobilisation activities. Organisational policies and structured programs that enable clinician-led invitation, supervision, and communication are also important in facilitating consistent and appropriate family engagement. Attention to patient readiness, family confidence, and contextual constraints is essential when including families in early mobilisation practices.

Radiographer role extension into image interpretation has gained global attention, particularly in low-resource settings where radiologist shortages hinder timely diagnosis. However, limited methodological guidance exists to support the design of complex, context-specific implementation research in this area. This paper outlines and reflects on a four-phase sequential mixed methods design employed to develop and validate a framework for Preliminary Image Evaluation (PIE) by radiographers in Ghana. This methodological paper presents a reflective account of the design decisions and integration strategies that guided a multi-phase mixed methods study on radiographer role extension. Rather than reporting new empirical data, the focus is on the philosophical positioning, analytical choices, and integration logic that shaped the study. Key methods included qualitative interviews, a validated online survey, performance-based image interpretation tests, curriculum document analysis, and a Delphi consensus process. Sequential integration of qualitative, quantitative, documentary, and performance-based data generated meta-inferences that supported cumulative knowledge building and iterative refinement of research tools. The design enabled alignment across data strands, enhanced interpretive trustworthiness, and culminated in a validated PIE framework tailored to resource-constrained environments. Stakeholder engagement throughout the process reinforced contextual relevance and legitimacy. This study demonstrates the methodological strength and contextual value of methodological diversity and purposeful method integration in addressing complex workforce issues. It shows how mixed methods designs can move beyond isolated findings to inform sustainable education reform, workforce development, and policy alignment in radiography. This work offers a methodological model that can guide educators, researchers, and policymakers in designing contextually responsive workforce research. By showcasing how integrated mixed methods can generate policy-relevant and actionable insights, it supports the development of strategic approaches to radiographer role extension.

Fragmented data, governance dashboard: Datafication, power, and the political economy of digital education policy

Compulsory schooling laws introduced across Europe in the 20th century aimed to expand educational attainment and may have shaped key determinants of cognitive health. We exploit variations in compulsory schooling laws in England to assess whether increased education, mandated by these policies, impacts cognitive function, dementia risk, and related risk factors in older age. We focus on two major reforms: the 1947 reform, which raised the school-leaving age from 14 to 15, and the 1972 reform, which increased it to 16. Using data from the English Longitudinal Study of Ageing (ELSA) and a novel dementia risk algorithm based on the Harmonized Cognitive Assessment Protocol (HCAP), we find that while both reforms increased schooling, their effects on cognitive aging differ. We find suggestive evidence that the 1947 reform improved cognitive outcomes and reduced dementia and mild cognitive impairment risk specifically for women and individuals from low parental education backgrounds. In contrast, we find no statistically detectable reductions in dementia risk associated with exposure to the 1972 reform. Our findings suggest that the impact of compulsory schooling laws on cognitive aging and dementia is context dependent. Findings highlight the importance of institutional context and heterogeneity when assessing the long-run effects of education policies.

This paper investigates the impact of the Immigration High School Entrance Examination Policy (IHSEE) on parental intention for migrant children's education-driven return migration (PIER) in China. Using data from the China Education Panel Survey (CEPS) in 2014-2015 academic year, we find that IHSEE restrictions not only significantly increase PIER, but also strengthen such intention as policy constraints become more severe among migrant children in China. Heterogeneity analysis further shows that while these restrictions generally elevate PIER, their effects are particularly pronounced among girls, non-only children, and students with higher cognitive ability. Mechanism analysis suggests that the impacts of the IHSEE can be explained by the lower parental education and career expectations, and a decline in parental enthusiasm for educational investment. Our study contributes to the literature on restrictive urban education policies by providing robust empirical evidence and offers a plausible explanation for the emergence of large-scale left-behind children in China.

This research study investigates critically the mechanisms employed to enhance accountability through the use of 'transparency' mechanisms, 'stakeholder engagement' mechanisms and 'quality assurance' mechanisms. The study is quantitative, cross-sectional survey employing a 30-item validated instrument and responses measured on a five-point Likert Scale for institutional accountability across ten different domains of focus regarding teacher education programs. A stratified random sample of 159 teachers were obtained from all four types of Teachers’ Education institutions. The data demonstrates a mean score of 3.25 for the average accountability implementation, demonstrating that substantial improvement is needed in this area. Correlation analyses suggested a positive correlation between accountability and training modules leading to systematic implementation of training integrated approach rather than treating them as separate training elements. This finding carries considerable implications for changing educational policies, promoting better institutional governance within schools to enhance quality assurance. Consequently, this research supports the current lack of empirical evidence regarding how accountability mechanisms work in global south.

ABSTRACT This paper presents findings from a critical discourse analysis of 10 English Language Education (ELE) policy documents published in China after 1978. Using the Text as a Critical Object (TACO) framework, the study examines how neoliberal principles are gradually embedded in ELE policies and how they contribute to the construction of students as neoliberal subjects. The analysis of the policy documents identifies two major themes. The first theme, the instrumentalisation of English, highlights the contradiction between treating English as a tool for competitiveness in the neoliberal market and the need to construct socialist collective ideas. The second theme addresses the transition from ideological education to ‘humanity’ in ELE, showing how policies strategically use the collective ideas to integrate personal development through learning English with national neoliberal goals. Based on these findings, this paper argues that ELE policies in China discursively construct students as neoliberal subjects who are expected to balance market-oriented skills with nationalist ideals. This reveals how ELE policies legitimise market-oriented objectives with nationalism, providing implications for understanding how neoliberalism governs individuals through educational policies. This study contributes to the broader debates on how neoliberalism shapes and manages individual behaviour with market-oriented values in the field of education globally.

ABSTRACT This study examines the perception gap between Taiwanese university students and employers regarding communication skills (listening, speaking, reading, writing). Using survey data from 80 undergraduate students and 11 employers from Central Taiwan, we identify a critical misalignment: students prioritize speaking and undervalue listening, while employers overwhelmingly prioritize listening. Drawing on framework, findings reveal that standardized testing (TOEIC) and AI adoption distort students’ skill prioritization. The study demonstrates urgent need for curriculum reform emphasizing authentic workplace scenarios, active listening, and interpersonal communication over traditional literacy metrics, informing both educational policy and industry talent development strategies.

ABSTRACT This study explores Lithuanian primary school teachers’ experiences in implementing project-based learning (PBL) integrated with digital technologies. While PBL is recognized for fostering deep learning, creativity, and problem-solving skills, its integration with e-learning platforms in primary education remains under-researched. The study addresses a systemic gap between educational innovation policies and teachers’ practical capacity to design, implement, and evaluate technology-enhanced PBL. A qualitative research design grounded in a constructivist – interpretivist approach was used for the empirical study. Data were collected through a focus group discussion (n = 11) with primary school teachers in Lithuania. Thematic analysis revealed three interrelated dimensions shaping teachers’ experiences: (1) praxeological, which is related to planning integrated and competence-based learning, time management, and teachers’ roles as project designers and facilitators; (2) technological, which is related to the accessibility, quality, and pedagogical sustainability of digital tools and platforms; and (3) cognitive, which is related to students’ diverse digital skills, engagement, and self-directed learning. Findings show that while teachers value PBL for its potential to empower students and enhance lifelong learning, challenges arise from fragmented integration of digital technologies, limited time resources, and insufficient methodological support. The study findings demonstrate that teachers recognize the potential of PBL to empower students, yet they encounter persistent challenges, including fragmented technology integration, time constraints, and limited methodological support. Future research should expand to diverse educational levels and include students’ perspectives to strengthen teachers’ digital PBL competences and advance sustainable educational practices.

ABSTRACT Simplistic assumptions about learning as neutral and universal fail to reflect how policy constructs what counts as legitimate knowledge and whose learning matters. This study examines Australian education policy through a Foucauldian archaeological approach, tracing how multiple discourses construct learning and learner subjectivities in competing ways. Analysing policy and practice documents, we trace five discursive patterns: learning, economic investment, policy, civics and diversity, intersecting within the educational system, each embedding different epistemological assumptions. Drawing on Pinar’s curriculum theory, our analysis suggests these competing constructions do not just obscure learning but show that learning in schools was always already entangled with questions of identity, power and whose ways of knowing are valued. Students are positioned through multiple subject positions: the legally participating, assessed, diverse, learning and industry-ready student, fragmenting their experiences in ways that fail to recognise them as whole, autobiographical beings. The crowding of policy discourses makes it difficult for teachers to approach students as learners given these competing constructions. While focused on Australia, this study highlights dynamics relevant to education systems worldwide navigating tensions between standardisation, equity and competing visions of educational purpose.

Education in Indonesia faces significant challenges related to disparities in quality, particularly the lack of access to educational technology essential for implementing data-driven education. Suara Muhammadiyah, as a leading mass media outlet, plays a crucial role in educating the public about data-driven education and influencing public attitudes. This study aims to answer the following research questions: How does Suara Muhammadiyah’s communication strategy support the implementation of data-driven education in Indonesia? What are the measurable impacts of these communication strategies on educational stakeholders and the public? This study explores the role of Suara Muhammadiyah in shaping public understanding and influencing education policy discussions on data-driven education in Indonesia. Using a qualitative approach with a case study methodology, data were collected through direct observation, in-depth interviews, and Focus Group Discussions with informants from Suara Muhammadiyah and the Muhammadiyah central board. Content and thematic analyses were employed to identify communication patterns. The study finds that Suara Muhammadiyah successfully raises awareness about data-driven education and simplifies complex data for a broad audience. Challenges include limited reach beyond the Muhammadiyah community and the need for more in-depth data analysis. Despite these challenges, the audience’s high engagement and strong collaborations with government and educational institutions highlight the positive impact. The study contributes to the understanding of how media outlets can influence education policy and improve public understanding through strategic communication.

Purpose : to determine the value and labour orientations of Russian youth in the context of current modernization of the society. Methods : the methodology is based on the integrated application of general scientific methods (analysis, synthesis, systems approach) and specialized sociological techniques. The empirical base consisted of a survey of the representative sample of Penza Oblast youth followed by a statistical data analysis, comparative intergenerational analysis of semi-structured interviews with the youth to identify qualitative characteristics of value transformations. Result s: the study confirms the adaptive transformation of traditional orientations across different generations of youth in the context of economic modernization and digitalization. It clarifies the mechanism for selective continuity of values, ensuring the integration of traditional attitudes into modern work strategies without losing core cultural patterns. Conclusions and Relevance : the study refutes the hypothesis of generational conflict of values, demonstrating adaptive transformation of traditional youth orientations. Synthesis of traditional (stability, duty, respect) and modern (flexibility, self-realization) values is identified, shaping work strategies without breaking with cultural patterns. An evolution of value orientations is established, from idealism (Generation A) through pragmatism (Z) to ethical-practical synthesis (Y), reflecting natural process of socialization. The results provide an analytical basis for developing targeted public policy in education, human resources management, and implementation of national projects, considering value profiles of young people. The research prospects include studying the mechanisms of adaptive value transformation, analyzing the translation of traditional patterns in the digital environment, and comparative studies of intergenerational dynamics in different sociocultural contexts.

Effective schools are a key indicator of educational success, which is not only determined by academic achievement but also by the quality of overall school management. Along with the decentralization policy in education, School-Based Management (SBM) has become a strategic approach to improving school effectiveness through autonomy, participation, transparency, and accountability. This study aims to comprehensively examine the concept of effective schools in the perspective of SBM, including the characteristics of effective schools, factors influencing school effectiveness, the relationship between effective schools and SBM, as well as the challenges and strategies of its implementation. This research employs a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and document analysis in several schools in Bogor Regency that have implemented SBM. The results indicate that effective schools in the context of SBM are characterized by strong principal leadership, active participation of the school community and society, professional support for teachers, a positive school culture, and efficient resource management. The main challenges in implementing SBM include budget limitations, resistance to change, and the need for continuous training. With appropriate strategies, SBM is proven to be able to improve school effectiveness in a sustainable manner.

The aim of the review is to assess the major educational policies and reform initiatives of the country, and the provisions from the perspective of the shift from the modernist to the postmodernist approach, and their implications for the country’s current educational system. For the review, researchers purposively selected 52 sources from the pool of national policy documents, the country’s constitutional legal provisions, government education policies and plans, and journal articles published between 1956 and 2025, based on thematic relevance. The research concludes that the shift from the modernist to the postmodernist approach of the education system of the country has taken place in three phases of the introduction of Western-style formal education by the Rana regime, the expansion and privatization of education from the year 1950, and the establishment of a monolingual, nationalist, and centralized education system as embodied by the National Education System Plan of the country in the year 1971. The shift from the modernist to the postmodernist approach to the education system of the country has become possible from the year 1990, and the major developments of the period include the promotion of linguistic diversity and the decentralized system of governance of the country’s education system, the provision of inclusive education, the decentralization of the curriculum of the country’s education system with the help of information and communication technology. The review concludes that the country’s education system has shifted from a modernist to a postmodernist approach and continues to evolve within that framework.

Guided by JBI methodology, this scoping review mapped the dissemination and influence of the four core International Family Nursing Association (IFNA) Position Statements (PSs) on education and practice. Five electronic databases and gray literature sources were searched for documents citing the statements from 2013 onward. Following the removal of duplicates, screening was facilitated using Rayyan software. Data on citation metrics and documented influence across the domains of education, practice, research, and policy were charted and synthesized. The review identified 124 citing sources. A significant disparity exists: the practice-focused statements are widely disseminated and influential, particularly within the practice and education domains, while the education-focused statements show limited uptake. Dissemination is geographically concentrated in high-income countries, and policy influence is minimal. Notably, the practice-focused statements demonstrated greater influence within the education domain than the education-focused statements themselves. The IFNA-PSs serve as foundational documents for family nursing, but their potential to globally standardize education and shape policy is not yet fully realized. Key barriers include structural inconsistencies across documents and a publication strategy relying on web-based resources rather than indexed journal articles, limiting citation tracking. Future strategies should prioritize revising the statements, pursuing publication in peer-reviewed journals, and applying Implementation Science frameworks to develop targeted initiatives that bridge gaps in education, policy, and geographic reach.

This concept analysis clarifies the meaning of patrescence in nursing, the developmental transition through which a male nurse becomes a father. Using Walker and Avant's eight-step method, we identified defining attributes including: identity integration, relational reorientation, moral recalibration, temporal development, and work-life negotiation. We also explore antecedents, consequences, and empirical referents. Patrescence is presented as a moral and relational transformation linking personal fatherhood with professional caregiving identity. Understanding this process informs nursing theory, education, and organizational policy supporting nurse-fathers' well-being and role integration.

ABSTRACT This qualitative study investigates how service-learning experiences shape teacher candidates’ understanding of students, families, and communities from diverse backgrounds. Using semi-structured interviews and focus groups, this study explores how volunteer activities at a youth service organization in the same community foster opportunities to gain knowledge of their students’ lived experiences, aiding in the ability to employ responsive practices in the classroom. Findings show that this knowledge is connected in three primary ways: 1) overcoming misconceptions, 2) shifts in power dynamics, and 3) accessing and building non-school relationships. This study highlights the potential of service-learning to increase teacher candidates’ cultural competence, improve relationship building, and support responsive educational practices. Implications for teacher education programs and policies are also discussed.

The article assesses the returns on skills of IT specialists in Russian cities of different sizes. The empirical basis of the study consists of open data on job vacancies published on the HeadHunter platform in March—April 2025. The paper describes the data processing procedures, including the unification of skill descriptions and their transformation into discrete variables. The main research method is hedonic wage modeling in the labor market, which allows for estimating the impact of various factors on the salaries of information technology professionals. The econometric modeling employs a two-step OLS approach with Heckman correction and sequential inclusion of variables into the baseline specification. The results show that professional IT skills, personal characteristics, managerial skills, and employment in Moscow, the Moscow region, St. Petersburg, and cities located outside the Russian Federation have a statistically significant positive effect on IT specialists’ wages. Employment in cities with populations between 250 thousand and one million people, as well as social skills, have a significant negative effect. For professional IT skills, significant positive effects were identified in Moscow, the Moscow region, and St. Petersburg, indicating that the city effect remains even after accounting for cross-city differences in skill valuation. The main findings of the study are relevant for the development and implementation of education, regional, and migration policies aimed at fostering the training and mobility of highly qualified employees. The proposed approach to working with relatively small but easily accessible datasets can also be applied in expert HR analytics, for example, to identify differences among local labor markets.