Education Training Research Articles

This study investigated the impact of enrichment programs on the career development of gifted Saudi students using a descriptive-analytical approach with a survey of 415 university students and graduates. Results indicated that 91.81% of participants recognized enrichment programs as essential for shaping career goals, with 91.23% favoring quality-focused over quantity-based programs. Key influencing factors included alignment with labor market needs (mean = 4.71), exposure to diverse fields (mean = 4.50), and expert involvement (mean = 4.41). The findings highlighted a strong positive relationship between program diversity, structured design, and career clarity, underscoring the need for purposeful educational initiatives that respond to industry demands. The study recommends expanding programs with AI-based career guidance, strengthening educator training for personalized counseling, and conducting regular program evaluations, thereby supporting educational and policy development in line with Saudi Vision 2030.

In the past decade, breast pathology in China has made significant progress in diagnostic standards, technological applications, scientific research, and discipline development. The histopathological diagnostic system has been continuously refined, with the implementation of relevant guidelines and expert consensus enhancing standardization and reproducibility of diagnostic results. Immunohistochemistry and molecular testing technologies have become increasingly sophisticated, with emerging biomarkers such as low HER2 expression and PIK3CA mutations gradually integrated into clinical decision-making, promoting the advancement of precision therapy. The application of digital pathology and image-assisted analysis has steadily expanded, providing new tools to improve diagnostic efficiency and consistency. The national breast pathology group has actively advanced the development of tiered diagnostic systems, workforce training, and public education, effectively strengthening diagnostic capabilities at the grassroots level. Looking ahead, the integration of multidimensional data, optimization of auxiliary diagnostic systems, and interdisciplinary collaboration are expected to drive the continued development of breast pathology in China.

ABSTRACT This article presents findings from a participatory research project analysing how initial training for early childhood education professionals is carried out in Cantabria (Spain) in order to address eco-inclusive challenges. It examines the two key dimensions of eco-inclusive justice: interdependence and care, and eco-dependence. It also presents proposals for designing training more appropriate to these challenges. The study, qualitative in nature, is based on the analysis of educational curricula, interviews and focus groups with various professionals of early childhood education. The main results show that eco-dependence has a very limited presence in the curricula of future professionals. In the case of technicians, it is not addressed at all, while in teacher training, it is included from a disciplinary perspective focused on knowledge about the functioning of natural cycles. With regard to interdependence, an imbalance is observed in the teaching of the concept of care. While the future teachers receive little training on how to respond to the concept of care as a right and focus more on didactic content, the educational technicians acquire training oriented towards children’s physiological well-being (an ‘assistentialist’ orientation).

ABSTRACT Vocational teachers in secondary education often enter the profession through industry-related pathways, bringing valuable practical expertise but often lacking formal pedagogical training. This study investigates two core dimensions: (1) the motivational factors influencing individuals to pursue teaching careers in Vocational Education and Training (VET), and (2) their pedagogical beliefs, with particular attention to the influence of teacher training. Drawing on an adapted version of the FIT-Choice scale, we surveyed 1,177 in-service teachers in Chilean VET schools, including both general education teachers and vocational teachers, with and without formal teaching diplomas. Participants completed an online survey addressing their motivations and pedagogical beliefs. Findings indicate that vocational teachers who hold a teaching diploma display motivational profiles similar to those of general education teachers, with notable exceptions in personal utility values and opportunity-driven career choice. Moreover, the gap in constructivist pedagogical beliefs between general and vocational teachers narrows significantly when vocational teachers possess formal training. We argue that formal pedagogical training equips vocational teachers to adopt a hybrid pedagogical approach, effectively balancing constructivist and direct transmission beliefs to meet the diverse and complex needs of VET students.

Oral mucositis (OM) is a frequent and debilitating complication of chemotherapy, yet little is known about its burden and management in Sudan. Therefore, this study aimed to determine the prevalence, characteristics, management, and factors associated with OM. A hospital-based cross-sectional study was conducted from April to June 2022 at Khartoum Oncology Hospital, Sudan, among chemotherapy patients, with OM severity graded per the World Health Organization criteria. The data were analyzed using SPSS version 27. Among the 340 patients, 258 (75.9%) were female, and 128 (37.6%) were aged 45-59 years. OM occurred in 127 (37.4%) patients, mostly with generalized lesions (96; 75.6%) and Grade 3 severity (76; 59.8%). Common complications included inability to eat (75; 59.1%) and taste changes (69; 54.3%). Only 36 (28.3%) patients received prescription medication, mainly miconazole gel (17; 47.2%); pain management was provided to 12 (11.5%) patients, and dental interventions were provided to two (0.6%) patients. In multivariable logistic regression, age (p = 0.035) and number of chemotherapy doses (p < 0.001) remained independent predictors, with lower odds for four to six doses (aOR (adjusted odds ratio) 0.152; 95% CI (confidence interval) 0.087-0.268), seven to ten doses (aOR 0.033; 95% CI 0.009-0.121), and more than ten doses (aOR 0.045; 95% CI 0.004-0.484) than for one to three doses. OM is moderately prevalent but often severe among Sudanese chemotherapy patients, with inadequate management and poor adherence to evidence-based practice. Implementing standardized oral care, clinician training, and patient education could reduce its burden and improve outcomes.

The development of Artificial Intelligence (AI) has had a significant impact across various fields, including education. One of its potential applications lies in the development of teaching modules aligned with the principles of the Merdeka Curriculum. This study aims to describe the implementation of AI in the process of designing and developing teaching modules at SMA Bina Insan Palu. The research employs a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and document analysis of teaching modules, and were then analyzed using data reduction, data presentation, and thematic conclusion-drawing techniques. The findings reveal that the use of AI supports teachers in creating more creative, interactive, and contextual learning materials. Moreover, AI facilitates the development of Project-Based Learning (PjBL) relevant to the Pancasila Student Profile and enables the application of varied and adaptive assessments through AI-based questions and interactive quizzes. AI also contributes to enhancing teachers' creativity in designing digital learning media while saving time in preparing teaching modules. However, teachers' limited digital literacy and the need for intensive training remain major challenges in optimizing AI implementation. The study concludes that AI serves as a pedagogical partner in the development of teaching modules, supporting rather than replacing the role of teachers. To ensure AI utilization is aligned with the goals of the Merdeka Curriculum, strategic efforts are needed in the form of improving digital literacy, providing intensive training for educators, and ensuring adequate technological infrastructure

Abstract The national education system of Indonesia aims to enlighten the nation's life by developing students' potential into individuals who are faithful, morally upright, healthy, capable, creative, independent, and responsible democratic citizens. The educational framework includes curriculum, teaching methods, evaluation, and management of educational institutions designed to shape character and moral values. Although the government has established National Education Standards related to the qualifications and competencies of educators and educational personnel, various issues still exist in their development and management. Therefore, new innovations are necessary to achieve holistic quality education. Purpose – This research aims to determine the qualification standards and competencies of educators in maritime education as well as understand the evaluation and supervision standards applied. Methodology – The research method employs a qualitative approach with literature analysis from various regulations related to higher vocational maritime education in Indonesia. Findings – The findings indicate that changes in educator standards are crucial for maintaining relevance with rapid developments in the maritime industry regarding technology and regulations. This change process involves analyzing industry needs up to continuous evaluation. However, challenges such as limited qualifications of educators; inability of standards to respond to changes; ineffective evaluation systems; lack of oversight; limited access to professional training; and misalignment between programs need addressing. Originality – Continuous professional training for educators must be conducted so that graduates possess skills aligned with industry needs in maritime sectors

In response to the growing demand for innovative instructional strategies in STEM education, we examine the effectiveness of AI-supported Problem-Based Learning (PBL) in improving students’ engagement, intrinsic motivation, and academic achievement. Traditional pedagogies often fail to sustain learner interest and problem-solving skills, particularly in computing disciplines, which informed our focus on integrating artificial intelligence into PBL to address these gaps. We adopted a quasi-experimental design with a non-equivalent pretest–posttest control group structure, involving 87 s-year undergraduates enrolled in Computer Robotics Programming courses in Nigeria Universities. Participants were divided into two groups: the experimental group ( n = 45, University of Nigeria) received AI-supported PBL instruction, while the control group ( n = 42, Nnmadi Azikwe University) engaged in traditional PBL. We ensured the reliability and validity of our instruments, with Cronbach’s alpha values exceeding 0.70, composite reliability &amp;gt; 0.70, and AVE &amp;gt; 0.50. Data were analyzed using one-way multivariate analysis of covariance (MANCOVA) to assess the combined and individual effects of instructional method, controlling for prior programming experience. Results revealed a significant multivariate effect of instructional method on the combined outcomes, Wilks’ Λ = 0.134, F (3, 82) = 176.93, p &amp;lt; 0.001, η 2 = 0.866. Univariate analyses showed that AI-supported PBL significantly improved engagement (η 2 = 0.694), motivation (η 2 = 0.690), and achievement (η 2 = 0.519) compared to traditional PBL. We conclude that integrating AI into active learning environments transforms cognitive and skills learning outcomes. We recommend that curriculum designers, educators and policymakers prioritize AI-enhanced pedagogies and invest in faculty training for sustainable STEM education. This approach promises to advance learner-centered instruction and equip graduates for the challenges of a technology-driven future.

Abstract As computational thinking (CT) becomes increasingly integrated into K–12 education worldwide, there is a growing need to understand the cognitive foundations that support its development. Spatial abilities have been recognized as an important factor related to CT. However, prior studies have often used single-task measures such as mental rotation to represent spatial skills, which oversimplifies their multidimensional nature. In addition, research on early elementary school children remains limited, making it difficult to understand how spatial abilities influence CT during this critical stage of development. This study addresses these gaps by examining the relationship between CT and four subdimensions of spatial ability (intrinsic static, intrinsic dynamic, extrinsic static, and extrinsic dynamic). A total of 237 students aged 6 to 10 completed a battery of tasks for assessing CT and different dimensions of spatial ability. Multiple linear regression analyses were conducted with CT performance as the dependent variable and the four spatial subdimensions as the independent variable, while age, gender, and coding experience were included as control variables to ensure the robustness of the results. The results showed that all four spatial subdimensions significantly predicted CT performance, even after controlling for the covariates. These findings contribute to a deeper understanding of the cognitive basis of CT by demonstrating the role of diverse spatial skills in its development. The study highlights the importance of incorporating varied types of spatial training in early education and provides empirical support for integrating spatial learning into STEM curricula.

The aim of this study was to investigate the perception of self-efficacy of Biology teachers in the context of inclusive educational practices, and more specifically to verify the existence of continuing training in inclusive education in schools and to identify the difficulties encountered by Biology teachers in working with inclusive education, using a qualitative-quantitative approach. Nine Biology teachers from municipal schools located in Abaetetuba, state of Pará, in the northern region of Brazil, selected from a non-random convenience sample, took part in the study. The data collection instruments used were a questionnaire to characterize the participants and a structured individual interview. A word cloud was chosen, using the IRaMuTeQ software. The main results found were related to the lack of specific training to work with Special and Inclusive Education, which reflected in adaptations of materials and activities, as well as a lack of ability to work with deaf students. Therefore, the results found contributed to understanding the teachers' view of their self-efficacy beliefs in inclusive educational practices.

Background: The COVID-19 pandemic forced a global experiment in remote education, creating an unprecedented opportunity to examine the long-term integration of digital tools in teaching. This qualitative case study explores how teachers at an international school in Johor Bahru, Malaysia, perceived and adapted to blended learning during and after the pandemic. Using semi-structured interviews and reflective journals from 10 primary teachers, data were analyzed thematically through the lenses of the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate a significant evolution in teacher perceptions, transitioning from initial resistance and anxiety toward growing confidence and recognition of digital tools' pedagogical value. Key challenges persisted, including technical infrastructure issues, student engagement, and increased workload. Despite these, teachers strategically sustained a core repertoire of digital tools for formative assessment, collaboration, and feedback, embedding them into post-pandemic practice. Institutional support, through targeted training and professional learning communities, was a critical enabler for this transition; however, a gap remained in long-term, pedagogy-focused professional development. The study concludes that the pandemic served as a catalyst for a durable digital transformation, where blended learning has become a sustained element of instructional practice. To ensure its continued success, school leaders must invest in robust infrastructure, advanced pedagogical training, and supportive leadership to ensure blended learning is both high-quality and equitable.

ABSTRACT Despite students' vulnerability to natural disasters, the literature addressing their preparedness in high‐risk areas remains sparse. This study assessed natural disaster preparedness confidence and pre‐ and post‐training differences among university students in Georgia, United States of America (USA). Pre‐ and post‐surveys were applied to students who participated in a natural disaster preparedness and response (NDPR) training session. A cross‐sectional study and bivariate analysis assessed students' confidence based on sociodemographic characteristics, natural disaster experience, NDPR training and implementation, as well as emergency awareness and drills. Pre‐ and post‐test study and Wilcoxon signed‐rank test assessed changes in student's views on the training content usefulness, its necessity, the need to implement it to incoming students, the feeling of empowerment, and the desire to discuss NDPR training with other people. Of 186 students, most were White, females, with a median age of 20. Only 44% were confident in their natural disaster preparedness and they were significantly more likely to be males, more willing to take additional no‐cost NDPR training, had 4 or more instances of previous natural disaster education, preferred both practical and theoretical trainings, knew basic first aid, felt responsible for their safety, were aware of emergency procedures in university, and were open to collaboration in handling natural disaster emergencies. A small but generally positive change was produced after training completion. These findings identified potential to impact students' resilience and can be used to design more impactful training programmes.

Current Canadian Occupational Medicine residency program training routes and curriculum are being redesigned, using a competence by design model and reverting to a primary entry specialty likely in 2027. This is an opportunity to improve training standards and better prepare residents to address psychosocial risk prevention and worker's compensation. To conduct an environmental scan on the educational experience pertaining to mental health and psychosocial risks. We conducted an environmental scan in 2025 collecting data on requirements, educational experiences, and examination on mental health and psychosocial risks for occupational medicine residents via contacts with program directors and the chair of the subspecialty exam committee, review of the national academic half-day curriculum, Royal College of Physicians and Surgeons of Canada standards and objectives, accreditation standards, and a recommended reference textbook. Few requirements are mandated in specialty accreditation standards, mostly about mental health and addiction medicine experiences, delivered by all programs. The national academic half-day curriculum includes 8% of programmed sessions on these issues (mental health and addiction medicine diagnosis, stress models, burnout, bullying, psychosocial risks and work organization). Several additional learning experiences were noted locally such as learning modules or optional webinars. Programs go beyond requirements and deliver educational experiences addressing psychosocial factors. Canadian academic occupational medicine specialists have been able to influence educational standards at the undergraduate level and have an opportunity to do the same with the updated residency standards. An international framework for psychosocial risks education in occupational medicine residency training may be helpful.

ABSTRACT Large-Scale Combat Operations (LSCO) will necessitate behavioral health professionals who can deploy interventions that can be applied by non-behavioral health professionals in a prolonged field setting, representing a fundamental shift from the service delivery in garrison. Unfortunately, this means there will be little opportunity for behavioral health professionals to gain experience prior to implementation, which can risk mission failure due to inadequate preparation. Simulation education and exercise training are hallmarks of both military and healthcare training but have been underutilized in behavioral health domains. The current study presents the results of a qualitative evaluation of a novel simulation-based training exercise for behavioral health training in a military field setting. Graduates of an interprofessional military behavioral health training program were contacted approximately 4–9 years after their engagement in this training and asked to reflect on how this training experience influenced their readiness for behavioral health care in deployed settings. Results indicated that a simulation-based training methodology can faithfully capture some of the key facets of behavioral health intervention in austere and/or deployed settings – with numerous respondents indicating fidelity in comparison to relevant real-world scenarios subsequently faced at various points following graduation. Both positive and critical feedback from participants are discussed regarding the potential further development of simulation-based training programs, as well as the necessary scalability in the context of future LSCOs.

This article explores the crucial role of media education and media literacy as effective tools in combating disinformation. In the context of the growing influence of digital media and the increasing spread of fake news, propaganda, and manipulative content, the authors examine the level of awareness among young people regarding key media-related concepts such as media literacy, fake news, propaganda, and disinformation. A sociological survey was conducted among students from two Ukrainian higher education institutions—Ivan Franko National University of Lviv and Lviv Polytechnic National University—involving 277 respondents. The research aimed to evaluate the depth of understanding and preparedness of youth to critically assess media content and recognize signs of manipulative information. The findings indicate a clear trend: media awareness and critical thinking skills improve progressively from secondary school students to university students. This article emphasizes the importance of integrating media literacy into formal education systems as a long-term strategy to build a more informed and resilient society. The authors highlight the need for systematic educational initiatives and practical training in media literacy to empower young audiences in navigating the complex media environment and resisting the impact of disinformation.

Abstract The synergy of information and communication technology (ICT) with teacher education has predominantly emerged as a transformative ally to develop the pedagogical practices and to improve learning outcomes. In states like Odisha where educational disparities and infrastructural challenges exists, ICT can play a vital role in modernizing the education system and ensuring equitable access to education. The study examines the integration of ICT within teacher education programmes, focusing on teacher trainees’ access to resources, digital competencies, and pedagogical practices. Findings revealed an inconsistent access to ICT infrastructure, with many trainees reporting only occasional use of essential tools such as personal computers and interactive whiteboards. While basic ICT tools, including multimedia and email, are utilized frequently, the engagement with advanced applications, such as video conferencing and collaborative platforms, is notably limited. Furthermore, a significant disparity exists in the digital competencies of trainees, underscoring the necessity for training programmes that prioritize the pedagogical application of ICT rather than mere operational proficiency. The study also identifies barriers to effective ICT integration, including inadequate infrastructure, insufficient technical support, and time constraints. Teacher trainees express the need for enhanced access to quality equipment and structured pedagogical training to facilitate meaningful technology use. In conclusion, this research highlights the critical need for teacher education institutions to address infrastructural, policy, and professional development challenges to adequately prepare future educators for the demands of digitally enriched learning environments, thereby improving the overall quality and relevance of education.

Although Sustainability Education (SE) is widely recognised as a priority across higher education, hospitality programmes often struggle to implement SE in meaningful and impactful ways. Given the hospitality sector’s resource-intensive operations and significant social footprint, SE is critical for fostering future leaders who can drive ethical, innovative, and transformative change. However, educators’ perspectives on how SE is integrated into hospitality curricula remain underexplored. This study addresses that gap by examining how educators perceive and interpret the integration of SE within Australian university programmes through a constructivist lens, recognising sustainability understanding as socially constructed through professional and institutional contexts. Twelve hospitality academics were recruited through convenience and snowball sampling and participated in semi-structured interviews. The data were thematically analysed using NVivo 14. Findings reveal four barriers, institutional constraints, curriculum overload with weak assessment frameworks, cultural resistance, and fragile industry–academic linkages. Leadership commitment and educator training emerged as critical enablers for advancing meaningful SE. The study concludes that hospitality curricula require stronger pedagogical innovation to move beyond tokenistic approaches. Embedding sustainability as a graduate attribute, supported by clear policies, measurable indicators, and industry–academic partnerships, is essential for systemic transformation aligned with SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production).

Introduction: Although evidence-based practice (EBP) is a core nursing competency, little is known about the extent to which nurses are educated on the five steps of EBP, including the specific educational content within each step, in pre-licensure and in-service education, and how these educational experiences relate to their knowledge and skills. Objectives: To examine the extent of nurses’ experience of receiving specific educational content related to each step of EBP in pre-licensure and in-service education, and to evaluate the associations between these experiences and EBP knowledge and skills. Methods: This cross-sectional questionnaire survey was conducted between June and September 2022 among 2,672 employed hospital nurses in Japan. EBP knowledge and skills were measured using the Japanese version of the EBP Questionnaire. Experience of receiving EBP education in pre-licensure and in-service education was assessed using items developed from EBP textbooks and core competency literature. Analysis of covariance and relative importance analysis were conducted to evaluate the association between the experience of receiving EBP education and EBP knowledge and skills. Results: 718 nurses (26.9%) were included in the final analysis. The findings showed that nurses’ experience of receiving EBP education was generally limited, with fewer than 25% having learned any EBP-education item, except literature databases, in pre-licensure education. Similarly, fewer than 25% have learned each EBP-education item in in-service education. The adjusted mean EBP knowledge and skills score increased progressively with the extent of education received across the five steps of EBP (20.6 for no steps to 35.5 for five steps), showing a consistent dose–response relationship (p for trend &lt; 0.001). Relative importance analysis showed that the Step 4 and Step 5 items were placed toward the upper end of the contribution rankings. Conclusions: To effectively improve nurses’ EBP knowledge and skills, providing a practical, EBP-specific program that comprehensively covers all five EBP steps would be essential. Additionally, developing programs for training educators would also be essential.

Introduction: Sensory overload in children with autism spectrum disorder (ASD) poses considerable challenges within hospital environments, often resulting in heightened anxiety and behavioural disturbances [1]. Despite the increasing recognition of these needs, there remains a significant gap in research concerning the use of simulation-based education as a preparatory tool for healthcare professionals [2]. This review examines the impact of simulation training on paediatric staff managing sensory distress and aggression in children with ASD. In addition, the review will examine outcomes related to knowledge retention and practical skill development, while identifying barriers to the implementation of such training in clinical settings. Methods: A rapid review design was employed to synthesise literature on simulation-based training for healthcare professionals managing sensory stressors in paediatric patients with ASD. Studies published from 2001 onwards were included, with searches conducted in Embase and Google Scholar. Search terms encompassed simulation training, paediatric medical staff, confidence, competence, and sensory overload. A PRISMA flow chart outlined the study selection process (Figure 1). Thematic analysis identified key themes related to training needs, barriers to stressor management, and simulation outcomes, while a narrative synthesis summarised intervention impacts and implementation challenges. Quantitative outcomes were presented using summary tables, bar charts, and bubble plots. Results: A total of 254 references were initially identified, 4 duplicates removed, 250 studies remained, of which 199 were excluded. 51 full-text articles assessed, 27 were excluded, 24 studies included in the final review. Simulation-based training significantly improved healthcare providers’ ability to manage sensory overload and behaviours in children with ASD. VR-based Behavioural Skills Training notably enhanced the accuracy of Functional Communication Training steps, while paediatric nurses reported increased confidence in handling ASD-related behaviours. Simulation exercises also improved diagnostic accuracy, communication, and clinical decision-making. Discussion: The findings of this systematic review highlight the transformative potential of simulation-based training in improving the skills, confidence, and competence of healthcare professionals managing sensory overload and behavioural challenges in children with ASD. Studies demonstrated significant improvements in diagnostic accuracy, communication, and critical thinking with technologies like virtual reality offering immersive and representative training experience. However, barriers such as small sample sizes, limited studies, and inconsistent reporting of difficulties faced by participants, particularly in VR were noted. Future efforts should focus on expanding current research inclusivity to improve patient care. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

Research on preventing maternal and child mortality highlights the importance of promoting midwife and nurse competence and confidence through training and continuous medical education. While training is effective, particularly through the use of the “low-dose, high-frequency” training model, there are barriers to implementing continuous medical education. This case study will present outcomes from a midwifery training conducted in Kenema, Sierra Leone. Outcomes include improvements in knowledge, skills, and confidence, and knowledge cascading through continued “low-dose, high-frequency” (LDHF) training in facilities. This case study will also present implications for strengthening future training, including integrating soft skills and increasing facility-based training opportunities, as well as present qualities necessary for organizational collaborative efforts for health systems strengthening.