This study explores how cultural logics, as articulated by system-level actors in the Northern Mediterranean region, may shape the acceptance, tolerance, and normalisation of interpersonal violence in sport, and constrain efforts to develop and implement safe sport initiatives. Using a cultural praxis heuristic, we conducted 60 semi-structured interviews with individuals responsible for coach education and recruitment in Cyprus, Greece, Italy, Malta, Spain, and Portugal. Analysis identified three themes: patriarchal structures reinforcing hierarchical power dynamics and gender norms; a win-focused culture prioritising competitive success over athlete well-being; and cultures of blindness and silence through which harmful practices are overlooked, minimised, or contained. Across contexts, safeguarding was described as less salient than adjacent institutional priorities (e.g.,doping and match-fixing), and participants highlighted a tension between expectations for top-down reform and mistrust toward institutional authorities, helping to explain why safeguarding remains weakly operationalised in everyday governance. Addressing IV therefore requires explicit attention to the cultural logics through which authority is exercised, success is evaluated, and concerns are handled within routine organisational practice. Implications include strengthening coach education and governance processes, supporting culture-change efforts that rebalance performance and welfare priorities, and engaging local actors to increase accountability and voice.

This study aims to examine the reflections of doctoral education in nursing on clinical practice, focusing on the perspectives of doctoral students and graduates. This study was conducted as qualitative research. The study was conducted in February 2025 with 14 nurses who were either pursuing or had completed doctoral education in nursing and were working as nurses in Türkiye. Data were collected through face-to-face interviews using an introductory information form and a semi-structured interview guide. The data were analysed using an inductive content analysis method. Four main themes were depicted throughout the study: the visibility of doctoral education in clinical practice, the reflection of doctoral education on nursing identity, challenges encountered during the doctoral education process and recommendations to strengthen the reflection of doctoral education in the clinic. The study highlighted the importance of doctoral education, which has positively contributed to the professional development of nurses and nursing care. Collaboration between clinical administrators and faculty members is needed to support the transfer of the gains achieved by doctoral nursing students and graduates during their doctoral education to clinical practice and to overcome the challenges encountered. No Patient or Public Contribution. The study was reported using the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist.

The aim of this study is to examine the effect of mindfulness-based stress reduction intervention on educational stress and coping with exam anxiety and mindfulness in nursing students. This study utilizes a quasi-experimental design with the pretest-post-test control group. Personal information form, nursing education stress scale (NESS), state test anxiety scale (STAS), and mindful attention awareness scale (MAAS) were employed as data collection instruments in the study. The study group of the research consisted of 68 students in university. Findings indicated statistically significant differences between the changes in the participant’s scores in the control and experimental groups in the overall NESS in the post-test and the application stress and academic stress scale. The results further found a statistically significant difference between the changes in the scores of the participants in the control and experimental groups in the post-test from the MASS. The intervention based on mindfulness stress reduction led to positive results in students’ coping with exam anxiety. Educational programs should be organized to enable students to cope more effectively with the stressors they encounter. Therefore, it is believed that it would be appropriate to introduce similar programs in the education process of nursing students.

Smartphones are becoming more preferred companions for users than desktops or notebooks. Knowing that smartphones are most popular with users at the age around 26, using smartphones to speed up the process of taking attendance by university instructors would save lecturing time and hence enhance the educational process. This paper proposes a system that is based on a QRcode, which is displayed to students during or at the beginning of eachlecture. The students will need to scan the code in order to confirm their attendance. The paper explains the implementation details of the proposed system. It also discusses how the system verifies student identityto eliminate false registrations

The Vocational Education Center (MESEM) project, introduced in recent years by the Ministry of National Education (MoNE) as one of the initiatives aimed at strengthening the processes of education, production, and employment within vocational and technical education, has been reexamined and debated in light of the original rationale behind the emergence of vocational education. Vocational education refers to a system in which students receive in-person training in vocational and technical high schools while completing their apprenticeship, journeyman, and master-level training in vocational education centers that function as non-formal education institutions. However, in response to the continuously changing dynamics of working life and the evolving expectations of the labor market, the project has recently been discussed as a policy proposal designed to direct the workforce into working life under classifications such as “student-worker” and “student-apprentice.”Vocational education is considered highly significant in terms of facilitating students’ integration into the labor force by enabling them to transform their theoretical knowledge into practice, acquire work habits, develop their knowledge and skills, and specialize in a specific occupational field. This study reveals that the working conditions of students employed within the scope of MESEM—implemented as one of the initiatives aimed at strengthening and improving vocational and technical education and opened within Vocational and Technical Anatolian High Schools—are largely shaped by unfavorable circumstances. In the research, this process was examined through the example of students studying in schools located central and peripheral districts of Mersin. The study aimed to observe the students’ working conditions concretely and to identify the problems and adverse situations that may arise within this context.

Background: The coronavirus disease 2019 pandemic caused prolonged school closures and a shift to virtual education, creating major challenges for children with limited internet access or digital skills. These difficulties disrupted learning, especially in key areas such as mathematics and language. Aim: To examine the relationship between academic performance and intellectual capacity in children aged 6 years – 8 years after the pandemic. Setting: The study took place at a public school in Pasto, Colombia. Methods: A descriptive, cross-sectional study was conducted with 418 children. Cognitive performance was assessed using the WISC-IV, while academic and demographic data were obtained from Sistema administrador de procesos educativos [Educational Process Management System] (SAPRED). Results: A high proportion of children scored in low-average (38%) and borderline (32%) ranges. Most showed borderline performance in verbal comprehension (77%) and working memory (78%). Significant correlations were found between WISC-IV scores and academic performance in mathematics and Spanish. Conclusion: Intellectual and academic performance levels were mainly low or borderline, highlighting the influence of socioeconomic and environmental factors on post-pandemic learning. Contribution: The study provides insight into post-pandemic cognitive and academic outcomes in Colombian children and emphasises the need for context-sensitive educational and psychological interventions.

This article discusses the concept of a professional digital language learning environment. The creation of such an environment in a higher education institution is a complex of measures aimed at creating conditions for effective foreign language learning by students, developing their professional competencies using digital resources and IT. This process involves integrating linguistic education with students' future professions, using innovative educational platforms, electronic resources, and tools that promote the development of students' linguistic competence, as well as actively involving teachers and students themselves in the educational process at the university. The purpose of this work is to identify and substantiate effective ways of developing the digital linguistic educational environment of a university aimed at improving the professional development of foreign languages by students and teachers using digital technologies. This article aims to review and study modern approaches and tools for integrating information and communication technologies into the educational process, and to contribute it to improving the quality of training future specialists who have a high level of communicative competence and the ability to effectively apply their knowledge in their professional activities. Methods. To achieve this goal, the methods of observation of linguistic material, continuous sampling, lexicographic, lexico-semantic and contextual analysis, classification, and systematization of data were used. Results. As a result of the analysis, conclusions were drawn about the timeliness and correctness of the formation of a professional linguistic and educational digital environment at a higher educational institution, which contribute to increasing motivation for studying the subject Conclusion. The professional linguistic and educational digital environment of a higher education institution should provide comprehensive development of students' language competence, contributing to their successful integration into the international professional community. The use of new modern computer technologies, applications, educational platforms, and resources contributes to the formation of a linguistic and educational environment.

ABSTRACT Background: Incapacitation is a legal measure that restricts self-determination for people with intellectual disabilities by giving decision-making authority to another person. This study explores how Polish special education teachers understand and engage with this instrument. Method: Semi-structured focus group interviews were conducted with three groups, comprising 21 teachers from special schools. The material was analysed using the principles of Interpretative Phenomenological Analysis. Results: Four themes were identified: meanings ascribed to incapacitation, school–parent dynamics, associated risks, and educational efforts promoting autonomy. Findings reveal ambivalent attitudes, limited awareness of legal alternatives, and a tendency to prioritise protection over autonomy. Conclusion: Pedagogical recommendations include regular training, sharing international best practices – especially regarding the United Nations Convention on the Rights of Persons with Disabilities – and creating spaces for dialogue among schools, families, and institutions. Supportive actions should be planned within school policies, particularly during transitional periods, to empower all participants in the educational process.

The article examines the problem of Internet addiction among young students as one of the current threats of the modern digital environment, which can negatively affect academic performance, psycho-emotional state and social activity of students. It is shown that in the conditions of active implementation of information and communication technologies in the educational process, the need for forming a culture of safe use of digital resources is increasing. Excessive use of the Internet leads to a decrease in concentration, disruption of work and rest, a decrease in the effectiveness of educational activities and the emergence of addictive behavior. The main factors of the formation of Internet addiction are analyzed, including emotional instability, increased anxiety, low self-esteem and the desire to avoid the difficulties of real life through immersion in virtual space. Approaches to the interpretation of the concept of "Internet addiction" in scientific research are considered, in particular the concepts of I. Goldberg and R. Davis, who define excessive use of the Internet as a form of behavioral addiction, characterized by loss of control over the time spent on the network and the emergence of negative psychological and social consequences. The purpose of the study is to analyze the impact of Internet addiction on students' academic performance and determine pedagogical approaches to the formation of safe and responsible digital behavior in the student environment. It is substantiated that the prevention of Internet addiction requires a comprehensive approach, which involves the formation of a culture of security in the digital environment, the development of digital competence, self-control skills and responsible use of information resources. It is determined that an important role in this process is played by higher education institutions, which can contribute to the creation of a safe educational environment, the organization of preventive measures and the provision of psychological support to students. Prospects for further research are related to the development of adaptive educational programs and the introduction of digital security elements into the educational process in order to form the resilience of students to the negative effects of the digital environment.

Introduction . Modernity, characterized by the expansion of digital educational environments, defines key challenges for the implementation of the principles of social justice. The “fading” of the inclusive potential of massive open online courses (MOOCs), the understanding of their availability solely as a technical possibility of registration – all this makes us return to understanding true equality in global online education. A new study of MOOC problems is determined by the need to overcome systemic barriers to sustainable and equitable educational development. Methodology and sources . The study of structural limitations of social justice and accessibility in MOOCs, the identification of factors of digital, economic, cultural and linguistic inequality are based on a synthesis of sociological analysis and socio-philosophical reflection of the concepts of “justice as fairness”. A systemic approach allows us to consider MOOCs as a holistic but contradictory ecosystem that reproduces social disparities. The sociocultural approach makes it possible to analyze the conditions of real, rather than formal, participation of various groups in the educational process. Results and discussion. The concept of “pedagogical justice” helps to counteract the illusion of universal accessibility of MOOCs. Its main idea is to ensure equality of educational results by overcoming the digital divide, economic barriers, language hegemony and cultural irrelevance of content. The philosophy of “equality of opportunity” has similar principles of ensuring the “quality of educational functioning”, denying “technological determinism”, and asserting the priority of inclusiveness over scalability. Effective participation in MOOCs depends on a set of “access opportunities”: the ability to overcome technological limitations, financial barriers, language barriers, and cultural alienation. The wider the range of these opportunities for each student, the higher the level of social justice in online education. The philosophy of “pedagogical justice” is associated with the concept of sustainable development of the digital educational environment. Models of “inclusive MOOCs” implementing the practices of adaptation, support and multicultural design try to put into practice the principles of justice, creating a balance between mass and equality, technology and human-centeredness. Conclusion . Combining a critical analysis of barriers with the principles of pedagogical justice can give a new impetus to the development of MOOCs and change the content of their mission, strengthening its humanistic and inclusive focus. The integration of these principles into the technological, economic and pedagogical foundations of MOOCs is a condition for their transformation into an instrument of genuine educational equality.

Pedagogy students’ assessment of their own learning allows for a better understanding of how creative learning is implemented during university studies. 143 university students of pedagogical studies participated in the questionnaire survey. The research revealed the academic and personal development of students and their progress: students acquire sufficient knowledge and successfully assimilate it; they are aware of the development of their creativity and skills; the students’ strong point is the social and emotional competence. Challenges to creative learning emerged: students still lack the ability to motivate themselves; they do not sufficiently understand the interconnections between individual course units; students are not yet active enough participants in the educational process. Senior students assessed their creative learning better than junior students.

The article explores the scientific and technological foundations for the use of ontological platforms and semantic knowledge integration technologies in the context of STEM education development. A comprehensive analysis of modern ontology construction tools that ensure the formalization of knowledge, the establishment of semantic relationships between educational concepts, and the integration of educational resources from different disciplines is conducted. A conceptual model of transdisciplinary STEM ontology is substantiated, which includes the structure of entities, properties, relations, and logical rules and ensures the formation of interdisciplinary connections in the educational process. The architecture of an ontology-driven educational system is proposed, which provides for the integration of semantic knowledge models with analytical modules and cognitive educational services. The possibilities of using ontological platforms to create adaptive educational environments in which automated analysis of educational data, identification of knowledge gaps, and formation of personalized recommendations for students are carried out are considered. The prospects for integrating the developed models into digital educational ECO-systems are revealed, which contributes to the development of intelligent educational services and increases the effectiveness of STEM training.

The massive open online course (MOOC) movement gained particular prominence during the COVID-19 pandemic, serving as a key instrument for knowledge transfer and ensuring the continuity of the educational process. The aim of this study is to identify and analyze faculty attitudes toward the use of the AshykBilim platform. The term «AshykBilim» derived from the Kazakh language, means «Open Education». A total of 28 instructors participated in the study. The primary motivations for faculty engagement in developing and delivering courses on the AshykBilim platform include the desire to share professional knowledge and experience, to gain pedagogical and methodological expertise that enhances the effectiveness of face-to-face teaching, to strengthen professional visibility, and to receive financial incentives. Both qualitative (content analysis) and quantitative methods were employed to analyze the respondents’ answers. The study examined several factors, including instructors’ perceptions of the significance and potential of MOOC practices, directions for their further development, motivations for designing and delivering online courses, characteristics of instructional materials used, and the extent to which acquired experience is transferred into formal education courses. A survey was conducted to evaluate MOOCs on the AshykBilim platform from the instructors’ perspective, including aspects such as the integration of learners with diverse social and educational backgrounds, flexibility in learning schedules, and system usability. In particular, the study highlights the need to strengthen institutional support, increase recognition and visibility, and promote the formal acknowledgment of learning outcomes through equivalency and official certification in Kazakhstan. The findings indicate that instructors perceive MOOCs on the AshykBilim platform as an important component of the digital transformation of education, encompassing asynchronous learning formats, interactivity, blended and student-centered approaches, knowledge assessment, and content development. To support the effective operation of the platform, a regulatory framework has been developed, defining platform usage, role distribution, user support, and integration with the curriculum.

Religiosity and learning motivation are important factors that have the potential to support students’ learning achievement, particularly in Islamic Religious Education subjects. This study aims to analyze the profile of students’ religiosity, learning motivation, and learning achievement; the relationship between religiosity and learning achievement; the relationship between learning motivation and learning achievement; and the simultaneous relationship between religiosity and learning motivation and students’ Islamic Religious Education learning achievement at MAN 1 Konawe. This study employed a quantitative approach with a survey method and correlational design. The research population included all 340 students of MAN 1 Konawe, while a sample of 77 students was determined through stratified random sampling using the Yamane formula. Data were collected through a questionnaire that had been tested for validity and reliability. Data analysis was conducted descriptively and inferentially after meeting the prerequisite tests, including normality, linearity, multicollinearity, and autocorrelation tests. Hypothesis testing was carried out using correlation analysis and multiple regression. The results show that students’ religiosity, learning motivation, and learning achievement are in the moderately good category. Religiosity has a positive and significant relationship with learning achievement, and learning motivation also has a positive and significant relationship with learning achievement. Simultaneously, religiosity and learning motivation have a positive and significant relationship with students’ Islamic Religious Education learning achievement at MAN 1 Konawe. These two variables contribute 62.3%, while the remaining 37.7% is influenced by other factors outside this study. The conclusion of the study emphasizes that the better students’ religiosity and learning motivation, the better the Islamic Religious Education learning achievement they attain. These findings imply the importance of strengthening religious values and learning motivation in the educational process to support the improvement of students’ academic achievement.

The article is devoted to the justification of the didactic design of pedagogical technologies in blended learning as a condition for the transition from situational "digitalization" to a controlled, reproducible and diagnostic organization of the educational process in higher education institutions. The purpose of the publication is to provide a theoretical and methodological justification of the didactic design of pedagogical technologies in blended learning and to develop a model for their implementation at the level of the educational component with the definition of quality criteria and performance indicators. The methodological basis is a synthesis of competency-based, activity-based and constructivist approaches, operationalized through the logic of instructional design: designing from expected results and evidence of their achievement to educational activities and resources. The distinction between the levels "methodology - pedagogical technology - digital tool" is clarified, which prevents instrumental reductionism and fixes the priority of pedagogical logic over the choice of platform. The author's implementation model is proposed as a five-stage cycle (context analysis → design → implementation → evaluation and correction → scaling and QA cycle) with feedback loops that provide redesign based on evaluation data. The "core" of the model is defined: quality criteria (consistency of results, activities and evaluation; quality of learning events and interactions; validity of integration of digital tools) and performance indicators (achievement of results by rubrics, dynamics of progress, involvement and repeatability of results in different groups). It is shown that neural networks and generative tools are a new stage in the development of pedagogical technologies in blended learning, however, their educational value is realized under conditions of transparent evaluation, academic integrity and digital pedagogical competence of the teacher. Practical implications include the use of the design matrix "results → evidence → activities → tools" and a regular cycle of course revision based on data.

This article examines the psychological and pedagogical conditions for the development of professional competence among future healthcare professionals under martial law. An analysis of contemporary approaches to the training of medical personnel is conducted, and the necessity of comprehensively accounting for crisis realities is substantiated, in particular limited access to clinical practice, high emotional stress, and the need for rapid decision-making in extreme situations. A set of psychological and pedagogical conditions is substantiated, including the creation of a psychologically safe educational environment, the integration of a competence-based approach taking into account military challenges, the digitalisation and flexibility of the educational process, the development of psychological resilience and emotional intelligence, the support of motivation and the formation of professional identity, as well as special training for teachers to work in crisis conditions. A model is proposed for combining innovative educational technologies (simulation-based learning, distance and blended learning) with systematic psychological support, ensuring not only the acquisition of professional competencies but also the development of personal qualities necessary for effective medical practice in wartime conditions. The prospects for implementing the developed set of measures in the practice of higher education medical institutions to improve the quality of training for doctors prepared to work in extreme circumstances are explored.

The relevance of the research is due to the growing attention to cultural heritage, as well as the need to understand the evolution of musical and pedagogical traditions in the context of modern educational transformations. Analysis of historical models of musical education makes it possible to trace the mechanisms of transmission of musical knowledge between generations. The objective of the research was to outline the major steps of the evolutionary musical education process from antiquity through to the 21st century and assess the importance of the musical education for forming a musical culture. The subject of the research is the musical education system as a socio-cultural phenomenon. Historical-culture; historical-comparative; and systematical approaches have been identified as the base of the methodological approach of this research. The basic stages of the formation of the music education have been defined in accordance with the research - from the ancient pedagogic ideas to the modern educational models of 21st centuries. It has also been established that features of functioning of music education at all times had a direct link to common cultural processes. On the basis of the research it has been traced how forms and methods of music education have changed under influence of changing social-cultural conditions. Also, special attention has been given to the development of music education in Ukraine and the interaction with educational traditions of Europe.

Smart education in the modern university space combines formal and informal education tools, and in the context of hybrid challenges, it is complemented by requirements to focus on developing resilience and citizenship skills. Objective is to assess the effectiveness of formal and informal education tools for developing resilience and citizenship skills in the university environment, using the example of Ukraine's experience. Prior work. The author draws not only on her own research experience, but also on the work of scholars from other CEE countries, in particular an article by Moldovan researchers A. Turcan, L. Gudjuman, and T. Colesnikov, published in the SCRD Journal. The author also draws on the conclusions of an article by R. Müller-Török, A. Prosser and S. Sroka on the digital literacy of civil servants in Romania (published in the SCRD Journal). Approach. The research approach is based on the application of SWOT analysis to the specifics of implementing the principles of civic education and resilience skills in the educational process of universities, as well as in extracurricular activities. Implications. In her study, the author draws on an analysis of the experience of implementing tasks related to the development of resilience and citizenship in Ukrainian universities. The author believes that this experience is useful and important for Eastern and Central European countries, particularly Romania and Moldova, in the context of hybrid threats from the Russian Federation, which have been unfolding recently, particularly during election campaigns. Value. Particular attention and value is given to the activities of a smart university in the context of the third mission of the university or the mission of public service. The main value and originality of the study lie in highlighting the author's experience in implementing the Media and Civic Education project in 2023–2025.

ABSTRACT We seek to recognise, in three university programmes in agroecology in Venezuela and Mexico, alternative ways of generating territorial educational processes from a decolonial perspective. Specifically, we will assess the experiences of the Degree Programme in Agroecology at the Bolivarian University of Venezuela (UBV); the Master in Agroecology at El Colegio de la Frontera Sur (Ecosur), Chiapas, Mexico; and the Interinstitutional Specialisation Programme in Food Sovereignty and Strategic Management of Local Advocacy (PIES AGILES), offered in 18 states of Mexico. We aim to value the experiences and knowledges in the local territories, which emerge when there are spaces for dialogue with subjects marginalised by the modern colonial educational system. As a method, we use the systematisation of experiences, which allows for a critical interpretation of the process experienced as teachers and designers of these programmes. This article shows that, despite the challenges posed by the coloniality of knowledge and power, it is possible to visibilise other/ed systems of knowledge upheld by subjects in their territories, projecting ways of creating and thinking about decolonial educational processes for the expansion of agroecology.

Animals in the wild face numerous challenges to survive. One fundamental one is obtaining food, and to do so effectively, they must remember the places they have searched. Successfully completing this task requires a system of memory and attention. “Attention is understood as the mechanism that activates the processes involved in the processing of information, participates in and facilitates the work of all cognitive processes, regulating and exercising control over them.” (García, 1997; Rosello, 1998; Ruiz-Vargas, 1987). Attention is a selective process of receiving information that controls the threshold of our cognitive system and also fulfills alert functions, involved in educational and study learning processes, participates as an alert in high-risk professions, in the concentration and focus of research, memory and learning among others.