Educational Priorities Research Articles

What are the perceived unmet needs for patient care, education, and research among genitourinary cancer nurses in Australia? A mixed method study

ObjectiveSpecialist genitourinary (GU) nurses provide care to a broad and diverse group of patients diagnosed with kidney, bladder, prostate, testicular, adrenal, and penile cancer. The purpose of this study was to identify GU cancer nurse perspectives of perceived unmet needs in service provision, specific educational and research priorities. MethodsA concurrent mixed methods study design incorporated quantitative and qualitative data collection from the GU Cancer nurses workforce in Australia. Quantitative data collected using an electronic survey instrument and were analysed using descriptive statistics. Qualitative data collected through semi-structured interviews and coded for thematic analysis. Ethical approval was gained. ResultsFifty responses were received from the electronic survey. 39/50 (78%) were female and 35 (70%) were metropolitan based. The highest domains of perceived unmet needs related to psychological/emotional needs – 17/23 (74%), intimacy needs – 15/23 (65%) and informational needs – 13/23 (57%). The themes from the qualitative interviews identified: (1) Patient needs – lack of tumour specific contact for cancer patients, fragmented delivery of cancer care, perception of better access to supportive care for public patients, lack of access to supportive care screening tools for needs assessment. (2) Educational needs – lack of GU specific cancer educational resources/learning opportunities and barriers to accessing educational opportunities. (3) Research priorities – impact on carers/partners, specific needs of different GU cancers, future focus on genetic testing/counselling, interventions for financial toxicity and development of models of care for geriatric GU patients. ConclusionsSpecialist GU cancer nurses support a broad group of patients. Given the prominence of addressing unmet cancer care needs among people with GU cancers in this study, cancer nursing as a discipline alongside the multidisciplinary team, requires innovative solutions to overcome fragmented care which is often highly complex, and develop individualised and integrated care across the cancer care continuum. We encourage clinicians, researchers, policy makers, people affected by cancer, and their care networks, to continue to drive innovation by (1) Embedding an integrated approach to cancer nursing, (2) Implementation of shared care, (3) Implementation of patient navigation, (4) Embracing emerging technologies, (5) Future focus on education, and (6) Future focus on nurse-led research.

Editor’s note: Foreign Language Education in Poland

The aim of this monograph is to acquaint and interest the reader with some of the vast array of issues concerning foreign language education in Poland. There are a few contextual historical factors which have had a great impact on the country's educational priorities in relation to foreign languages. Nowadays learning an L2 (usually English) is compulsory from the first grade of primary education. Current methodological trends in Poland are similar to general tendencies in Europe and contemporary research on foreign language education draws from different fields including sociolinguistics, neurolinguistics, psycholinguistics, computer-oriented studies, and others.

Educational Value Priorities of Chinese Parents in a Global City: A Mixed-Methods Study in Hong Kong

This study examines the value priorities of Chinese parents regarding their children’s education in globally competitive context. Although Chinese parents are often viewed as being excessively controlling of their children and preoccupied with their academic performance, research indicates that contemporary Chinese families hold diverse beliefs and values influenced by globalization and socio-cultural transformations. Via a mixed-method study primarily using responses to surveys ( n = 867) and semi-structured interviews ( n = 18) among Chinese parents in Hong Kong schools, the study sheds light on multiple and competing educational priorities among Chinese parents of a new generation. Findings reveal the complex landscape of value orientations as the parents navigated the challenges of supporting their children’s schooling. Parents’ concerns about whole-child development appeared to sometimes conflict with the school system’s academic focus. Implications concerning the difficulties of aligning family-school values for collaboration and intensifying educational competition are discussed.

Development of a Quality Assurance Assessment Tool to meet accreditation standards for midwifery education: A Delphi study

BackgroundEnsuring the quality of midwifery education is critical for producing a qualified and competent midwifery workforce for sexual, reproductive, maternal, and newborn care services. While global standards advocate for quality enhancement and accreditation systems, challenges persist, particularly in low-income countries like Bangladesh. AimTo validate and culturally adapt a Quality Assurance Assessment tool aligned with global midwifery education standards for application in Bangladesh. The goal of the tool is to guide and assess an internal quality education assurance process tailored to meet the national accreditation standards. MethodsA modified Delphi technique was conducted with a panel of 55 experts, including educators, principals, and researchers from Bangladesh, India, and Sweden. The study underwent three rounds: tool development, field testing, and consensus building. ResultsThe first round was completed by 25 workshop panel members, the second was completed by 30 participants during field testing, and the third was completed by the 25 workshop panel members from the first round. The developed Quality Assurance Assessment Tool demonstrated face and content validity through expert consultation and field testing, aligning with both global education and national accreditation standards. Minor revisions enhanced clarity and feasibility. ConclusionThe Delphi rounds resulted in a validated Quality Assurance Assessment Tool that offers a robust framework for assessing and enhancing midwifery education quality, aiding progress towards meeting national accreditation standards. This study provides a valuable resource for countries seeking to develop similar tools aligned with global and national education priorities.

Educational priorities of low-and middle-income country medical diaspora organisations: A critical discourse analysis.

Rising global migration levels have led to growing diaspora populations. There has been interest in the role of diaspora healthcare professionals (HCPs) from low- and middle-income countries (LMICs) in development aid to their origin countries, although there has been comparatively less focus on their educational activities. This study examined the stated educational priorities of LMIC medical diaspora organisations, with a particular focus on the tension between promoting professional opportunities afforded by medical migration and contributing to healthcare workforce shortages due to migration away from LMICs.We gathered a textual archive from webpages and public documents of 89 LMIC medical diaspora organisations in high income countries, predominantly the US and UK. We employed Foucauldian critical discourse analysis to examine presented rationales around educational policies and practices, with a focus on encouragement towards, and discouragement from, medical migration. Two discourses dominated this archive. The first was of preservation and framed the educational work of these organisations as a means of providing unity and social networks to diaspora HCPs, with a focus on maintaining their cultural identity and heritage, and medical connections with their origin countries. The second was of aspiration and framed their educational work as providing support to diaspora HCPs to advance their careers and maximise training opportunities, often through directly enabling and supporting migration to high income countries. There was a discursive absence around brain drain with no policies or practices that overtly sought to deter against, or offset the negative effects of, medical migration. Notwithstanding the valuable contributions that LMIC medical diaspora organisations make in global health, the discursive framings that shape their educational work are linked primarily to protecting and progressing diaspora HCPs rather than on LMIC workforce challenges. Further research is needed to examine potential impacts of these positions on HCP migratory behaviours.

The effect of nutritional health perceptions on the academic achievement for studente of secondary school A field study on a sample of high school student in Algerian schools

Proper and balanced nutrition for students is considered a health and educational priority, due to its impact on physical and mental growth and its impact on health. Therefore, the current study aims to reveal the impact of nutritional health perceptions on the academic achievement of secondary school students. To determine that impact, the Nutritional Health Perceptions Scale by (Ahmed Samir) was applied. Saad Zaghloul, 2022) on a sample estimated at (542) male and female students, who were selected using a stratified method.

Citizenship as a new priority of education

Neste artigo aborda-se a educação para a cidadania. Primeiro na perspectiva dos normativos legais, percorrendo as complexas denominações que assumiu no sistema educativo desde 1986 a 2001, proclamando a educação para a cidadania como a prioridade da educação básica. Seguidamente, reconceptualiza-se o seu lugar na formação de professores, ambicionando-se que a instituição educativa modifique as suas tradicionais metas em função das alterações sociais e indicações políticas, e que, por consequência, os seus agentes se comprometam em educar e preparar os jovens para o exercício da cidadania democrática e para a participação na vida em sociedades plurais.

Out-of-hospital paramedic interactions with people living with dementia: a scoping review.

Dementia encompasses neurodegenerative disorders that account for a global estimated healthcare expenditure of 1.3 trillion US dollars. In Australia, one in 12 people aged ≥65 has a diagnosis of dementia and it is the second leading cause of death. Paramedics play a crucial role in person-centred dementia care, particularly in the community. While consensus has been established on paramedicine's integration into interdisciplinary care teams, there remains a lack of clarity regarding the paramedic role in dementia care. This study aimed to examine and report paramedic interactions with people living with dementia in the out-of-hospital setting. This was a scoping review study of paramedics and people living with dementia within the out-of-hospital setting. This study was guided by the Joanna Briggs Institute (JBI) scoping review framework. Databases were searched without date limits, up to 4 April 2023. These encompassed OVID Medline, CINAHL, Scopus, APA PsycInfo and OVID Embase. Articles were included if they were primary, peer-reviewed studies in English and reporting on paramedic-specific interactions with people living with dementia in the out-of-hospital setting. Data extraction was performed based on study setting, design, population and key findings. Twenty-nine articles were included in the thematic analysis. Four themes emerged: need for training, patterns of attendances, patterns of documentation and the integrative potential of paramedicine. Paramedics reported feeling ill-equipped and unprepared in caring for patients living with dementia due to challenges in assessment and management of caregiver tensions. They were often called as a last resort due to poor service integration and a lack of alternative care pathways. Despite high conveyance rates, there was low incidence of paramedic interventions initiated. Underdocumentation of dementia and pain was found. Emergency ambulance conveyance of people living with dementia is a surface reaction compounded by a lack of direction for paramedics in the provision of out-of-hospital care. There is a pressing need for establishment of research and educational priorities to improve paramedic training in dementia-specific skillsets.

Direction and policy priorities of SW and AI education for young children

Direction and policy priorities of SW and AI education for young children

On the strategic priorities of modern education in the face of global challenges

Humanity faces global challenges caused by geopolitical, economic, environmental, and other circumstances. This situation is exacerbated by the crisis pursued by the West for decades, the policy of globalization and multiculturalism. Since education is an inert system that cannot set strategic priorities for its development, it is always forced to focus on solving current problems of the past and present. As a result, education’s role in shaping humanity’s future is indirect rather than purposeful, often leading to local and large-scale undesirable disasters. The historical and cultural analysis of the situation in Russia and the countries of Western civilization made it possible to identify serious challenges that cannot be solved without the active participation of education. The first is related to the fact that in the conditions of current globalization, a new crusade of Western civilization is taking place to spread its traditions and values in the world, which are presented as universal. Modern research, historical examples, and the negative experiences of our times show that what is acceptable for some nations often becomes destructive and disastrous for others. Therefore, the first strategic priority of modern education should be to help adolescents and specific peoples understand their cultural identity, develop a respectful attitude towards other peoples’ cultures, and, on this basis, engage in productive intercultural dialogue. Another global challenge is the energy and environmental situation and the consumer psychology imposed on people from childhood, typical of Western countries, post-Soviet states, and today’s Russia. All this threatens the preservation of life on Earth in the future. In the history of humankind, two periods can be distinguished in which humans were on the brink of extinction. Each time, they were saved by finding the strength to consciously change their way of life and themselves based on commonly accepted and shared values and taboos, i.e., they showed themselves to be rational and equal spiritual beings. This aspect is insufficiently reflected in the regulation documents on education adopted in Russia and the world in recent years. Therefore, the second strategic priority of modern education should be the development of people’s environmental consciousness and the recognition of the priority of spiritual needs over material needs. В настоящее время человечество сталкивается с глобальными вызовами, обусловленными геополитическими, экономи¬ческими, экологическими и другими обстоятельствами. Подобная ситуация усугубляется кризисом, проводимой Западом в течение десятков лет, политики глобализации и мультикультурализма. Образование, будучи инерционной системой, без определения стратегических приоритетов своего развития, всегда вынуждено быть зацикленым на решении текущих проблем прошлого и настоящего. Следовательно, роль образования в построении будущего человечества становится не целенаправленным, а опосредованным, что зачастую и приводит как к локальным, так и к масштабным нежелательным катаклизмам. Исторический и культурологический анализ ситуации в России и странах Западной цивилизации позволил выявить серьезные вызовы, которые невозможно решить без активного участия образования. Первый из них связан с тем, что в условиях нынешней глобализации происходит новый «крестовый поход» Западной цивилизации по продвижению в мире своих традиций и ценностей, которые подаются как «общечеловеческие». Современные исследования, а также примеры из истории и негативный опыт наших дней показывают, что приемлемое для одних народов, часто становится разрушительным и губительным для других. Потому первым стратегическим приоритетом современного образования должна стать целенаправленная помощь в осознании растущим человеком и конкретным народом своей культурной идентичности, формирование у них уважительного отношения к культурам других народов и дальнейшее осуществление на данной основе продуктивного межкультурного диалога. Еще один глобальный вызов связан с ситуацией в энергетике и экологии, а также с навязываемой людям с детских лет потребительской психологии, которая характерна и для стран Запада, и для СССР, и для нынешней России. Все это в перспективе угрожает сохранению жизни на Земле. В истории человечества можно выделить два периода, когда люди оказывались на грани исчезновения. Каждый раз их спасало то, что они находили силы сознательно поменять свой образ жизни и самих себя на основе совместно принятых и общепризнанных ценностей и табу, то есть проявляли себя не только как существа разумные, но и как нравственные, духовные. Данный аспект слабо отражен в программных документах об образовании последних лет, принимаемых в России и мире. А потому вторым стратегическим приоритетом современного образования должно стать развитие у людей экологического сознания и признания приоритета духовных потребностей, над потребностями материальными.

Perfil dos acidentes com exposição a material biológicoentre residentes e estudantes de medicina

Introduction: Resident physicians and medical students who suffered occupational accidents involving biological risks can present serious health problems. Objective: To describe occupational accidents involving exposure to biological material among medical undergraduates and residents at the State University of Campinas from 2011 to 2020. Method: This was a retrospective case series study conducted from the records of work accidents involving exposure to biological material that occurred among medical undergraduates and residents. Data were analyzed using the Statistical Analysis System (SAS) software, version 9.4. To check the association between the use of personal protective equipment and exposure route, the method Generalized Estimating Equations was used. Results: A total of 1,121 notifications were analyzed, of which 78.5% involved medical residents and 21.5% involved medical undergraduates. Most exposures were due to percutaneous injury (80.1%), the needle with lumen was the main causative agent (37.6%), and 49.0% accidents occurred during surgical procedures or sutures. The operating room and emergency unit had the highest number of accidents. It was evidenced association between accidents that occurred with exposure to the mucous membranes of eyes and non-adherence to eye protection (p<0, 0001). Residents suffered more accidents in the first two years of residency (66.3%), whereas in medical undergraduate students, the prevalence was between the fifth and sixth year of the program (81.9%). Conclusions: Awareness and early education regarding the issue of safety in the work environment should be a priority in medical education, because they provide students with the necessary knowledge to protect themselves from occupational biological hazards.

How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education

ABSTRACT The unintended consequence of primary school enrolment is to reduce illiteracy among pupils; however, increased school enrolment in sub-Sahara Africa yields fewer results of equipping pupils with reading and writing skills as many primary school pupils can hardly read and write. The study explores barriers influencing pupils’ poor reading and writing skills and strategies to promote reading and writing using qualitative inquiry. Thus, a semi-structured interview was administered to collect data from experts in primary education from the two most populated countries in West Africa (Ghana and Nigeria) that share similar educational policies, priorities, and challenges. The study's finding indicates that the illiteracy of parents, inadequate school facilities, and lack of community support for reading and writing activities were the fundamental barriers. The study suggests that schools adopt reading promotion tools used in Eastern Asia and Pacific countries as a national strategy. Parental involvement and community support for reading promotion activities should be encouraged, and primary schools should be resourced with reading materials, cheaper internet for schools, and digital learning facilities should be provided, which will make reading and writing less stressful and fun for pupils.

Why educators endorse a neuromyth: relationships among educational priorities, beliefs about learning styles, and instructional decisions.

Despite evidence to the contrary, many people believe in learning styles (LS)-the idea that students learn best in their preferred modality, such as visual, auditory, or kinesthetic. However, the impact of this belief on instructional decisions remains unclear. Therefore, this study investigated how belief in the neuromyth impacts instructional choices and why educators choose an LS lesson plan or an alternative. We found that educators' beliefs about LS indeed predicted their instructional choice, but that other factors influenced their decisions as well. Three themes encapsulate educators' justifications for their lesson plan choices: beliefs about LS, practical considerations, and student learning and motivation. These findings suggest that for many educators, implementing an LS lesson provides an opportunity to integrate diverse teaching strategies that address multiple educational priorities. Although many prior studies have replicated the prevalence of the myth, this is one of the first to explore the reasons that LS is attractive to educators. Attempts to dispel the LS neuromyth could leverage the reasons educators find LS appealing to provide alternative research-backed approaches to meet their goals. Future research should examine the extent to which beliefs in the LS neuromyth are translated into instructional practices within classroom lessons and explore potential differences across grade levels.

대학생의 AI 교육 유무에 따른 디지털 학습역량의 차이 및 교육 요구도 분석

Objectives The purpose of this study is to examine the differences in digital literacy skills among university students based on their exposure to AI education. Additionally, the study aims to analyze the educational requirements associated with AI education. Methods To accomplish this, a total of 281 students enrolled in 4-year universities in Seoul and Chungcheong-do regions were selected as participants. The data was analyzed using SPSS 23.0 and the Excel program. The differences were analyzed using t-tests, and the educational requirements were examined through IPA, Borich Needs Assessment, and The Locus for Focus model. Results Based on the main results, First, we analyzed the difference in digital learning competencies between university students with and without AI education, andfound statistically significant differences in all subdomains exceptcommunication, which isthe current level of digital learning competencies, and creativity, which is important. Second, the analysis of the digital learning competency needs of university students with AI education experience shows that critical thinking is a key area of focus. The difference between the current level and the importance is statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. According to the Borich needs analysis, communication, critical thinking, and creativity are the most important. In the Locus for Focus Model, the first quadrant, HH zone, manifested as critical thinking. While no common sub-factors appeared in education priorities, critical thinking emerged as the second-highest priority in the Borich Needs Assessment. This suggests that university students with AI education experience may need support to enhance critical thinking skills. Third, the results of the analysis of the digital learning competency needs of university students without any prior experience in AI education are as follows. Critical thinking and creativity are the focus areas. The difference between the current level and importance was statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. The Locus for Focus Model shows that the first quadrant, HH, represents creativity and critical thinking, and the common factor with Borich's needs analysis is creativity. Therefore, ways to support them should be prioritized. Conclusions The research results indicate that support for education should be provided based on whether AI education is present or absent. Furthermore, I would like to propose effective measures to enhance the implementation of AI education.

Strategies for the Development of Physiotherapy in Iran from the Point of View of Physiotherapy Graduates: A Qualitative Study of the Content Analysis Type

Background: Despite the direct access to clients in physiotherapy worldwide, Iran has yet to achieve significant improvements in the educational standards and professional responsibilities of physiotherapists. Currently, Iranian physiotherapists do not have direct access to patients. This study aims to present solutions for the professional development of physiotherapy, based on the perspectives of scholars in this field. Methods: This qualitative content analysis study explored the experiences of 12 physiotherapy scholars from three levels of study (bachelor’s, master’s, and doctorate) through structured and semi-in-depth face-to-face interviews. Data analysis was conducted concurrently with data collection using Granheim and Ludman’s content analysis method. Results: The identified potential solutions include continuous review of the curriculum, strengthening clinical education, elevation of the basic level of physiotherapy education to a professional doctorate or master’s degree, post-graduation competency assessment, revision of educational priorities, establishing a strong presence in hospital and community departments, preventing the influence and interference of other disciplines, raising public awareness of the capabilities and potential of the profession, and paying greater attention to professional ethics. Conclusion: In the absence of entry-level general doctor of physiotherapy and direct access to patients, the quality of physiotherapy services will not improve, leading to suboptimal health outcomes for clients and consequent waste of time and financial resources for both patients and insurance providers.

Investigating the relationship between health literacy and preconceptual care components during the first 14 weeks of pregnancy: a cross-sectional study

Background and AimPreconceptual care aiming to improve health is influenced by various factors including health literacy. Considering the importance and necessity of high quality preconceptual care, this study aimed to determine the relationship between health literacy and receiving components of preconceptual care prior to pregnancy.MethodsThis cross-sectional study included 693 participants with pregnancies of less than 14 weeks gestation referred to health centers and gynecologists in Shiraz city, Iran. Multi-stage sampling was done from May 2021 to February 2022 in 18 comprehensive urban health centers and 20 gynecology offices via proportional allocation method. The data collection tool comprised a questionnaire consisting of 3 parts: (1) individual and fertility characteristics, (2) information related to the components of preconceptual care and (3) health literacy for Iranian adults. This was completed by individual participants via the self-reporting method.ResultsThe majority of participants were between 30 and 34 years old. They also identified as women with a university education and were predominantly unemployed. The mean health literacy of participants was 76.81%. Health literacy obtained the highest mean score in the dimension of ‘understanding’ and the lowest mean score in the dimension of ‘access’. The frequency of preconceptual counseling, folic acid supplement consumption, exercise, blood testing, dental visits, genetic counseling, Pap smear testing and rubella, diphtheria, and hepatitis vaccinations prior to pregnancy was 66.8%, 53.8%, 45.6%, 71.86%, 44.44%, 12%, 53.4%, 10.83%, respectively. Many (> 64%) received preconceptual care at specialist gynecology offices. Results demonstrated that health literacy had a statistically significant relationship with preconceptual care, folic acid consumption, exercise and dental care, (p < 0.001), along with blood testing and Pap smear testing (p < 0.05).ConclusionOverall, our results demonstrate that despite health literacy being optimal, uptakes of some components of preconceptual care are low. As such, it will be important to further raise awareness of the importance of preconceptual care for people prior to pregnancy as a priority in health promotion and education.

Clinical competency of nurses trained in competency-based versus objective-based education in the Democratic Republic of the Congo: a qualitative study

BackgroundDesigning competency-based education (CBE) programmes is a priority in global nursing education for better nursing care for the population. In the Democratic Republic of the Congo (DRC), object-based education (OBE) remains mainstream in pre-service nursing education programmes. Recently, the Ministry of Health developed a self-assessment tool and quantitatively compared the clinical competency of CBE- and OBE-trained nurses. This study aimed to qualitatively triangulate the results of self-evaluation by exploring perception of supervisors, incumbent CBE-, and OBE-trained nurses in comparison with the competence of the two types of nurses, and to identify influential factors or barriers to their competence in clinical settings.MethodsA qualitative descriptive approach with conventional content analysis was applied. Twenty interviews with clinical supervisors who oversaw both CBE- and OBE-trained nurses, 22 focus group discussions (FGDs) with CBE-trained nurses, and 21 FGDs with OBA-trained nurses currently working in health facilities were conducted. Participants of the FGDs were selected from the participants of the DRC self-assessment competency comparison study where there was no statistically significance between CBE- and OBE-trained nurses in the demographic characteristics. Data were analysed in terms of the competencies identified by the Ministry of Health.ResultsThe supervisors recognised that the CBE-trained nurses had stronger competencies in professional communication, making decisions about health problems, and engaging in professional development, but were weak in clinical skills. This study identified challenges for supervisors in assuring standardised care in health facilities with OBE- and CBE-trained nurses, as well as barriers for CBE-trained nurses as a minority in the workplace in demonstrating their competencies.ConclusionsThe study results support the Ministry of Health’s policy to expand CBE in pre-service education programmes but reveal that its slow implementation impedes full utilisation of the acquired competencies at health facilities. Implementation could be accelerated by strengthening cooperation among the Ministry of Health’s three human resource departments, and developing and implementing a well-planned, legally binding, long-term CBE reform strategy, including an approach to the Continuing Professional Development system.

Introduction of Cancer Education Program in Secondary School Curriculum: Perceptions of Education Teachers and Policymakers in Oman.

The prevalence of cancer is expected to increase worldwide for reasons related to a lack of awareness of cancer prevention, diagnosis, and treatment. Implementing cancer education programs in schools in the developing countries with similar demographic, economic, and health transition to that of Oman is crucial for enhancing students' cancer knowledge and promoting healthy behavior. This study aims to explore the perceptions of education, policymakers, and teachers regarding the inclusion of cancer education in secondary school curriculum. The study employed a qualitative method, conducting semi-structured interviews with ten education policymakers and ten school teachers. Interviews were audio recorded, transcribed, and analyzed verbatim and qualitatively using the framework approach. Three main themes have emerged: (1) perception of the importance of cancer education inclusion within the school curriculum, (2) the perception of cancer education implementation in schools, and (3) the perceived challenges of introducing cancer education in schools. Policymakers and teachers in Oman recognize the importance of cancer education in schools and emphasized the need to prioritize it due to the increasing prevalence of the disease and the belief that negative lifestyle habits played a role in its increased prevalence. Implementing cancer education programs in schools is essential in improving students' knowledge of cancer and health behaviors. Collaboration between the department of school health in ministry of education and in ministry of health and incorporating cancer education into different school activities can be beneficial. However, the perceived challenges of cancer education in schools include the decision on the priority of cancer education among other topics, the required procedures to introduce cancer education in schools, and the financial and logistics obligations of implementing cancer education programs. Therefore, addressing the financial and logistic requirements is essential to overcome the associated challenges for implementing cancer education programs within the school curriculum.

Toward a Pedagogy of Critical and Social Imagination: The Arts in Adult Education

We present an argument for a higher priority for art in the educational system and “make a case” for the arts—to provide a rationale for its priority in adult education. This is the plan: to provide this rationale; to present practical guidelines for the processes of engaging in art that may be transformative and critical for individuals and for society; and to illustrate the powerful potential of art as a way of teaching for democratic citizenship. We move toward a Pedagogy of Social Imagination in Art and Adult Education by recounting a real-life empirical study of creating opportunities for transformative learning through engagements with art. John Dewey and Maxine Greene assist in outlining a rationale for exploring arts in adult education.

Interdisciplinarity in Smart Systems Applied to Rural School Transport in Brazil

Interdisciplinarity applied to rural transport in Brazil through expert systems is the focus of this paper. Rural school transport is a challenge, considering the size of Brazil, the great diversity of biomes and insufficient infrastructure. Collaboration between areas by interdisciplinarity articulates individual knowledge through the object and by transdisciplinarity requires developing new knowledge, based on an individual area, going beyond and extrapolating with different criteria. The "Transcolar Rural" intelligent transport system has been developed at the UFMG School of Engineering to plan and manage rural school transport by optimizing routes and costs. The system is used in 13 states in Brazil, 500 municipalities and manages the daily transport of more than 400 thousand students in rural areas. Reducing transportation costs allows resources to be reallocated to other educational activities. The project highlights Brazil's limited resources, recognized by the government, to meet the population's health, education and transport priorities. Transparent information helps managers make decisions and supervise citizens, allowing both parties to determine priorities for resource allocation. The Project demonstrates how interdisciplinarity is effective for complex problems. The project comprehensively addresses the challenges of transporting children in Brazil by integrating technology, exact sciences and applied social sciences.